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John  Svett 


C.\^< 


srije  i^eatn'nfi  Circle  Hi'tjrars^ 
no.  10. 


Ear  and  Voice  Training. 


BY   MEANS  OF 


Elementary  Sounds  of  Language. 


N.  A.  CALKINS, 


AUTHOR   OF 


Primary  Object  Lessons,"    "Manual  of  Object  Teaching,"    "Phonic 
Charts,"  and  "First  Reading:   From  Blackboard  to  Books." 


"  Before  all  things  thou 
oughtest  to  learn  the  plain 
sounds  of  which  man's  speech 


COnsisteth.  ' 

—John  Amos  Comenius. 


New  York  and  Chicago: 

E.  L.  KELLOGG  &  CO. 
1889 


Copyright,  1889, 

BY 

N.  A.  Calkins. 


eOUCAVJON  QfiF^ 


PREFACE:  • ':■ 

The  common  existence  of  abnormal  sense-perception 
among  school-children  is  a  serious  obstacle  to  teaching, 
and  should  receive  special  attention  for  its  removal. 
This  condition  is  most  obvious  in  the  defective  percep- 
tions of  sounds  ;  and  it  may  also  be  frequently  found  in 
relation  to  form  and  color.  The  faulty,  indistinct 
articulation  in  speech  ;  the  frequent  mistakes  made  in 
hearing  what  is  said ;  the  inability  to  distinguish  mus- 
ical sounds ;  the  lack  of  accuracy  in  recognizing  the 
sounds  and  the  forms  of  letters ;  and  the  failure,  by  some, 
to  distinguish  colors — all  indicate  lack  of  proper  devel- 
opment of  sense-perceptions. 

Some  persons  attribute  the  lack  of  distinct  percep- 
tions of  sounds  to  partial  deafness.  Careful  observa- 
tion and  long  experience  with  children  lead  to  the 
conclusion  that  most  of  the  common  defects  in  sound- 
perception  exist  because  of  a  lack  of  proper  training 
during  childhood  to  develop  this  power  of  the  mind 
into  activity.  Careful  observation  has  led  to  the  be- 
lief, also,  that  many  cases  of  supposed  color-blindness 
are  only  instances  of  undeveloped  color-sense. 

From  observation  of  young  children,  before  they  speak 
words,  it  has  been  found  that  some  of  the  sounds  of  «, 
and  some  of  the  sounds  of  o,  are  the  earliest  vowel 
sounds  uttered  by  children  ;  and  that  the  sounds  of  m. 


IV  PREFACE. 


Pi  t,  71,  and  dy  are  among  consonant  sounds  first  ut- 
tered by  thiem..  It  has  also  been  observed  that  young 
Children  fre(^ueritly  substitute  the  sound  of  one  letter 
for;  that  of  another  in  their  early  use  of  words.  Exam- 
ples of  this  substitution  are  found  in  their  use  of  the 
t-sound  for  the  k-sound  ;  and  of  d  for  g  ;  oi  d  for  th  in 
this ;  of  t  for  th  in  thin.  Defective  sound-perception 
may  be  found,  also,  in  the  omission  of  the  sounds  of 
some  letters. 

When  these  defects  of  utterance  are  not  corrected 
during  the  early  school-going  period  by  special  atten- 
tion to  the  development  of  the  sense  of  sound-percep- 
tion, by  ear  training,  habits  of  faulty  utterance  are 
formed  which  are  very  difficult  to  overcome  in  subse- 
quent years. 

Every  parent  and  every  teacher  should  know  what 
are  the  organs  of  sound  and  of  speech ;  how  sound  is 
produced  in  the  human  voice  ;  how  the  sound  is  modi- 
fied or  articulated  into  speech ;  how  defective  utter- 
ance of  elements  of  speech  may  be  corrected  ;  and  how 
the  organs  of  speech  may  be  trained  in  flexibility  and 
accuracy  of  movement  so  that  the  result  shall  be  dis- 
tinctness of  speech.  It  becomes,  therefore,  a  matter  of 
great  importance  in  the  work  of  education  that  due  at- 
tention shall  be  given,  in  the  training  of  children,  to 
the  development  of  a  ready  and  accurate  perception  of 
sounds  and  to  distinctness  and  correctness  in  their 
utterance. 

No  more  important  matter  can  claim  the  attention  of 
instructors  of  children  than  that  of  early  training  the 
ear  and  the  voice  in  the  elements  of  speech.     And  yet. 


PREFACE, 


in  the  ordinary  modes  of  teaching  children  to  read,  this 
matter  is  seriously  neglected,  and  even  ignored.  Chil- 
dren are  taught  the  names  of  letters,  but  they  are  too 
seldom  trained  to  recognize  the  sounds  of  the  letters  as 
used  in  words. 

Some  teachers  who  are  themselves  ignorant  of  the 
importance  and  advantages  of  speech  training,  by  the 
aid  of  the  elementary  sounds  of  our  language,  treat  this 
matter  with  indifference  and  attempt  to  overcome  lisp- 
ing, mumbling,  clipping,  and  other  faults  of  utterance, 
by  the  use  of  means  much  more  difficult  of  application 
and  far  less  effective  in  their  results. 

While  the  child's  organs  of  speech  are  flexible,  there 
is  found  but  little  difficulty  in  training  him  to  utter 
any  of  the  ordinary  sounds  of  speech.  And  when  these 
Gounds  have  been  duly  associated  with  the  letters  that 
form  the  words  spoken,  the  knowledge  of  sounds  be- 
comes a  very  great  aid  to  the  pupils  in  their  reading 
and  spelling. 

How  to  give  such  training  in  speech  as  shall  lead  to 
habits  of  distinctness  in  speaking  and  reading,  is  a  sub- 
ject that  deserves  special  and  careful  attention  of 
parents  and  teachers.  Much  depends  upon  the  man- 
ner of  presenting  the  sounds  of  our  language  to  pupils, 
whether  or  not  this  means  shall  produce  the  desired 
development  in  sound-perception,  and  in  training  the 
ear  and  voice  so  that  distinctness  of  enunciation,  clear- 
ness and  accuracy  in  speaking  and  reading,  shall  be  the 
result. 

The  methods  of  presenting  the  exercises  for  ear  and 
voice  training,  given  in  the  following  pages,  are  the 


VI  PREFACE. 


results  of  an  extended  experience  under  such  varied 
conditions  as  may  be  found  with  pupils  representing  all 
nationalities,  including  both  native  and  foreign  born 
children.  These  methods  have  been  found  practicable 
by  thousands  of  teachers  with  many  hundred  thousand 
children.  By  means  of  the  directions  given  teachers, 
who  were  not  previously  acquainted  with  the  analyzed 
sounds  of  language,  have  learned  to  use  them  success- 
fully in  teaching,  so  as  to  correct  indistinctness  of 
enunciation  and  faulty  pronunciation.  They  have  also 
been  able  to  train  their  pupils  in  habits  of  greater  ac- 
curacy in  hearing  and  correctness  in  understanding. 
Through  such  training  many  of  the  common  blunders 
in  misunderstanding  what  is  heard  may  be  avoided. 

An  idea  of  the  comprehensive  character  of  the  plans 
described  in  the  following  exercises  may  be  had  from 
the  Table  of  Contents.  These  plans  will  enable  teach- 
ers to  lead  their  pupils  to  acquire  ready  and  distinct 
perceptions  through  sense-training,  and  will  cause  them 
to  know  the  sounds  of  language  in  a  manner  that  will 
give  practical  aid  in  learning  both  the  spoken  and  the 
written  language.  The  simplicity  and  usefulness  of 
these  lessons  need  only  to  be  known  to  be  appreciated 
and  used. 


CONTENTS 


PAGE 

Preface,  .......        iii 

Characteristics  of  the  Course  of  Instruction  for  Ear 
AND  Voice  Training. — Its  basis. — Methods,  etc. — 
A  summary  for  teachers. — See  the  several  state- 
ments,  2-5;  27-29;  30,  31;  38,  39;  54-57;  58-60;  71,  72 

Speech  Training,         ......    1-14 

A  Word  to  Parents,  .....  1 

A  Word  to  Teachers,         .....  2 

Preparing  Pupils  to  Learn,  ....  3 

TraIxVino  the  Ear  and  the  Voice  with  Vowel  Sounds,    5-11 
First  Exercise,        ......  5 

Second  Exercise,     ......  6 

Third  Exercise,       ......  7 

Fourth  Exercise,     ......  8 

Fifth,  Sixth,  and  Seventh  Exercises,       ...  9 

Eighth  Exercise,     ......        10 

Purpose  of  these  Exercises,  ,  ,  .  .11 

Comparing  Sounds  of  Letters,  ....  12-15 
Comparing  the  A-Sounds, .....  12 
Comparing  E-Sounds,        .  .  .  .  .13 

Comparing  I-Sounds,         .  .  .  .  .13 

Comparing  0-Sounds,        .  .  .  .  .14 

Comparing  N-Sounds,        .  .  .  .  .15 

Double  Vocal  Sounds,       .  .  .  .  .15 

Training   the    Ear    and    the    Voice    with    Consonant 

Sounds, 16-29 

Breath  and  Voice  Sounds  to  be  Distinguished. — See 

statements,      .  .  .       16,  18,  19,  20,  22, 23,  45 


VIU 


CONTENTS. 


How  TO  Teach  : 

M  and  N-Sounds, 

F  and  V-Sounds, 

S  and  Z-Sounds, 

T  and  D-Sounds, 

P  and  B-Sounds, 

K  and  G-Sounds, 

L  and  R-Sounds, 

Th-Sounds, 

Sh  and  Zh-Sounds, 

Ch-Sounds,  . 

Y  and  J-Sounds, 

Wh  and  W-Sounds, 

H,  Qu,  and  Ng-Sounds,     . 

C,  Q,  and  X  have  no  sounds  of  their  own, 

Naming  the  Sounds,    .  .  .  .27,  28,  31,  38, 

Number  of  Sounds  in  our  Language,        .  .        28 

Vowel  Sounds  Grouped,        .... 

Their  Names  and  Diacritical  Marks,        .  .  31-37, 

"Why  and  How  to  Use  these  Grouped  Sounds  in  Teaching 

The  A-Sounds  Grouped, 

The  E-Sounds  Grouped, 

The  I-Sounds  Grouped, 

The  0-Sounds  Grouped, 

The  U-Sounds  Grouped, 

Plan  of  the  Lessons, 

Reviewing  Vowel  Sounds, 

Reviewing  Diacritical  Marks, 

Consonant  Sounds  Grouped,  ... 

Their  Names,  Diacritical  Marks,  and  Silent  Letters.— 

How  to  Teach  Them,         .... 
Breath  and  Voice  Sounds  Grouped,  .  .       47 

F  and  V-Sounds,  ..... 

S  and  M-Sounds, 


17 
18 
19 
19 
20 
21 
21 
22 
23 
24 
25 
25 


71,72 

71,72 

30-37 

42-44 

32,  33 

32 

33 

33 

35 

37 

38,39 

40,41 

42-44 

45-^3 

46-53 

48,52 


47 
47 


CONTENTS.  IX 


P  and  B-Sounds,     ..... 

T  and  D-Soimds,    ...... 

K  and  G -Sounds,    ..... 

Th-Sounds,  ...... 

Sh  and  Zh-Sounds,  .... 

Voice  Sounds: 

M  and  N-Sounds,  ..... 
L  and  R-Sounds,  ..... 
Ng  and  J-Sounds,  ..... 
W  and  Y-Sounds,   ..... 

Breath  Sounds : 

Ch  and  Wh-Sounds,  .... 

H-Sound,     ...... 

Specially  for  Teachers,        .... 
Sounds  used  in  Teaching  Beading,  with  suggestions 

to  how  to  proceed,       .... 
Sounds  used  in  Teaching  Spelling  and  the  Meaning  of 
Words,  ...... 

Pairs  of  Words,  Pronounced  Alike,  but  Spelled   Dif 
ferently,  and  having  different  meanings, 
Pairs  of  Words  containing  the  First  Sound  of  A, 
Pairs  of  Words  containing  the  Second  Sound  of  A, 
Pairs  of  Words  containing  the  Third  Sound  of  A, 
Pairs  of  Words  containing  the  Fourth  Sound  of  A, 
Pairs  of  Words  containing  the  Fifth  Sound  of  A, 
Pairs  of  Words  containing  the  Sixth  Sound  of  A, 
Pairs  of  Words  containing  the  First  Sound  of  E, 
Pairs  of  Words  containing  the  Second  Sound  of  E, 
Pairs  of  Words  containing  the  First  Sound  of  I, 
Pairs  of  Words  containing  the  Second  Sound  of  I, 
Pairs  of  Words  containing  the  First  Sound  of  0, 
Pairs  of  Words  containing  the  Second  Sound  of  0, 
Pairs  of  Words  containing  the  Third  Sound  of  0, 
Pairs  of  Words  containing  the  Fourth  Sound  of  0, 
Pairs  of  Words  containing  the  Four  Sounds  of  U, 


49 
49 
49 
50 
50 

47 
53 
52 
52 

50 

52 

54-59 

54-57 

58-70 

Gl-67 
Gl 
G2 
62 
62 
62 
62 
63 
63 
64 
64 
65 
65 
66 
66 
67 


CONTENTS. 


Words  containing  the  Double  Sounds,     . 

Words  in- which  E,  I,  0,  U,  and  Y,  have  similar  sounds, 

WOEDS  THAT   KeSEMBLE   EACH   OTHER  IN  SoUND,  BUT  WHICH 

SHOULD  BE  Distinguished  in  the  Pronunciation, 
The  Forty-five  Sounds  of  our  Language  Represented.— 

With  their  Names  and  Diacritical  Marks,    . 
Suggestions  for  Removing  Difficulties  of  Utterance 

and  Impediments  of  Speech, 
YoGcH  and  Speech  Organs, 
Whispered  Articulations,  . 
Defective  Utterance, 
Lisping,  etc., 

Nature  of  Impediments  of  Speech, 
Stuttering.  — Hesitation .  — Stammering,  . 
Means  for  Removing  Impediments  of  Speech, 
Breathing  Exercise, 
Breathing  and  Voice  Exercises,    . 
For  Removing  Stuttering — Hesitation — Stan 


PAGE 

69 


),  70 


71,73 


.  73-80 

.73, 

74 

.74, 

75 

.75, 

76 

.75, 

76 

.76, 

77 

77 

.  77-79 

, 

78 

. 

79 

ering,  .  79, 

80 

SPEECH    TRAINING 


A  Word  to  Parents. — The  development  of  the  child's 
powers  to  gain  knowledge  from  the  many  things  around 
him,  begins  long  before  he  is  old  enough  to  attend 
school.  During  the  period  before  five  years  of  age  the 
child  must  depend  chiefly  upon  the  parent  to  supply 
proper  materials  and  the  occasions  for  suitable  exercise 
of  the  senses.  The  development  of  speech  in  children 
depends  upon  the  sense  of  hearing,  and  a  proper  exer- 
cise of  the  organs  of  hearing.  Speech  training,  there- 
fore, must  give  due  attention  to  providing  appropriate 
exercises  for  developing  the  hearing  and  the  voice 
through  their  respective  organs.  This  training  must  be 
sufficiently  definite  in  its  character  to  secure  accurate 
perceptions  of  different  sounds,  and  the  proper  utter- 
ance of  those  sounds. 

Vocal  sounds  are  learned  ly  imitation;  hence  the 
great  importance  of  presenting  to  children  distinct  and 
correct  sounds  for  them  to  reproduce.  Intelligent  par- 
ents can  do  much  toward  a  proper  training  of  their 
children  in  habits  of  distinct  and  correct  utterance  in 
speech  ;  and  toward  the  use  of  good  language  that  will 
secure  more  satisfactory  results  than  can  be  produced 


EAR  AND    VOICE    TRAINING. 


by  teachers,  after  the  school-going  age  has  been 
r^'acWd,  '  ' '  [ .   ',  .-'^' 

Many  of  the  simpler  exercises  for  ^^  training  the  ear 
and  the  voice/'  as  described  in  the  following  pages,  will 
furnish  useful  suggestions  to  parents  who  desire  to  cor- 
rect inaccuracies  of  utterance  in  their  children  before 
bad  habits  become  fixed.  For  this  purpose,  parents  are 
requested  to  look  at  the  first  eight  exercises,  pages  5-11. 
Also  at  "Comparing  Sounds,"  pages  12-15.  And  at 
''Training  the  Ear  and  the  Voices  with  Consonant 
Sounds,"  pages  16-29. 

N.  B. — When  the  lessons  are  given  by  parents,  slates 
may  be  used  in  place  of  the  blackboard. 

A  Word  to  Teachers. — When  children  begin  school 
attendance,  the  first  duty  of  the  teacher  to  them  is  to 
ascertain  by  careful  observation  whether  or  not  the 
sense  of  hearing  has  been  well  developed  ;  whether  the 
organs  of  speech  have  been  so  trained  that  they  litter 
distinctly  the  words  which  they  use.  If  it  be  discovered 
that  the  parents  have  failed,  from  any  cause,  to  give 
their  children  suitable  training  for  the  sense  of  hearing^ 
and  for  the  organs  of  speech,  the  teacher  should  begin 
this  work  at  once  with  such  elementary  steps  as  may  be 
necessary  to  secure  the  needed  development.  Whenever 
a  special  defect  in  speech  is  discovered,  consult  the  fol- 
lowing exercises  and  instructions  for  means  to  correct 
it,  and  apply  the  remedy  without  delay,  until  the  fault 
has  been  overcome. 

Teachers  should  remember  the  important  fact  that 
the  first  things  which  they  are  to  attend  to  in  teaching 


SPEECH   TRAINING, 


the  sou7ids  of  our  language  and  for  the  correction  of 
faults  in  utterance,  are  the  perception,  the  distinguishi7ig, 
and  the  utterance  of  the  sounds  ;  also  that  the  letters  are 
to  be  used  as  symbols  of  the  sounds,  and  that  each  letter 
is  to  he  associated  loith  its  own  sou7id.  Mere  recitations 
about  the  sounds  of  letters  are  of  no  practical  value. 

In  order  that  the  plan  of  instruction  presented  in 
the  following  pages  may  be  understood,  and  a  prepara- 
tion made  for  success  in  training  pupils  in  the  sounds 
of  speech  at  the  beginning  of  the  work,  the  explana- 
tions and  directions  should  be  read  carefully,  as  given 
under  the  following  heads,  viz  : 

*^  Training  the  Ear  and  the  Voice,''  page  5. 

'^Comparing  Sounds  of  Letters,"  page  12. 

*'  Vowel  Sounds  grouped,"  page  31. 

"  Plan  of  the  Lessons,"  page  38. 

*'  Consonant  Sounds  grouped,"  page  45. 

'^  Special  for  Teachers,"  page  54. 

Preparing  Pupils  to  Learn. — Many  teachers  fail  to 
accomplish  good  results  because  they  attempt  to  teach 
their -puipils  hetore  preparing  them  to  learn  that  which 
is  to  be  taught.  The  senses  are  the  only  powers  by 
which  children  can  gain  the  elements  of  knowledge ; 
and  until  these  have  been  trained  to  act,  under  direc- 
tion of  the  mind,  no  definite  knowledge  can  be  acquired. 
To  gain  clear  sense  perceptions  it  is  not  sufficient  that 
the  organ  of  sense  be  acted  upon,  or  excited  ;  there 
must  also  be  such  co-operation  and  activity  of  the  mind 
as  to  produce  attention  to  that  which  acts  upon  the 
sense  organ.    Without  such  mind  action,  there  can  be 


EAR  AND    VOICE    TRAINING. 


no  clearness  of  perception,  consequently  no  definite 
elements  of  knowledge.  The  actual  development  of 
sense-capacity  is  necessary  as  a  means  by  which  the 
child  must  learn.  This  development  is  produced  by 
attention  of  the  mind  to  sense-impressions.  Just  in 
proportion  as  distinct  discriminations  in  sense -percep- 
tions are  made,  will  be  attained  the  ability  to  distinguish 
and  know  objects  accurately. 

Notwithstanding  children  usually  possess  the  same 
sense-organs,  owing  to  the  differences  in  their  environ- 
ments, wide  differences  exist  in  the  impressions  which 
they  receive  from  the  same  objects  ;  and  there  are  also 
differences  in  the  kind  of  things  most  observed  by  them. 
Corresponding  differences  exist  in  their  ability  to  learn 
when  they  first  enter  school,  and  also  in  the  kinds  of 
knowledge,  and  in  the  amount,  which  they  possess 
then.  Consequently,  the  early  work  of  the  teacher  of 
children  that  have  recently  begun  their  school  attend- 
ance should  be  directed  to  ascertaining  the  degree  of 
development  in  their  sense-capacity,  then  to  so  training 
them  that  they  shall  attain  more  definiteness  in  the 
discrimination  made  by  observation. 

The  special  work  necessary  to  ascertain  the  knowing 
status  of  each  pupil  can  be  performed  skillfully  only  by 
those  who  have  made  themselves  familiar  with  the 
modes  by  which  children  get  the  elements  of  their 
knowledge.  Hence  the  great  importance  of  placing 
the  younger  pupils  under  the  care  of  teachers  with 
known  ability  and  successful  experience  in  properly 
training  children. 


TRAINING  THE  EAR  AND  THE  VOICE 

WITH  YOWEL  SOUKDS. 

The  above  form  of  expression  is  used  for  the  purpose 
of  stating  as  briefly  as  possible  the  thought  intended  to 
be  conveyed,  which  is — Training  the  poivers  of  the  mind 
to  act  through  the  ear  and  the  voice  by  means  of  appropriate 
exercises.  The  idea  of  mind  development  should  also  be 
understood  in  similar  expressions  referring  to  the  eye, 
or  to  other  sense  organs. 

Under  this  head  it  is  proposed  to  give  methods  by 
which  children  in  Primary  Schools  may  be  prepared  to 
learn  to  speak  and  to  read  our  language  with  distinct- 
ness and  fluency.  As  a  good  preparation  for  the  fol- 
lowing exercise,  lead  the  children  to  notice  and  to 
distinguish  like  sounds,  and  differitig  sounds,  such  as 
may  be  produced  readily  by  means  of  objects  in  the 
school-room,  as  the  bell,  tapping  on  a  tumbler,  on  a 
slate,  on  the  blackboard,  on  the  desk,  on  the  window, 
etc.  Let  the  pupils  close  their  eyes  while  these  sounds 
are  repeated,  and  try  to  distinguish  the  objects  by  their 
respective  sounds.  Let  them  also  distinguish,  while  their 
eyes  are  closed,  the  voices  of  several  of  their  class-mates. 

First  Exercise. — Train  children  to  distinguish  simple 
sounds  of  spoken  language,     To  do  this  the  teacher  may 


EAR  AND    VOICE    TRAINING. 


utter  distinctly,  two  or  three  times,  the  sound  of  a  as 
in  ale,  and  request  the  pupils  to  state  whether  the 
sounds  are  alike.  Then  the  teacher  may  utter,  two  or 
three  times,  the  sound  of  5,  as  in  at,  and  request  the 
pupils  to  notice  whether  the  last  sounds  are  alike  ;  then 
to  state  whether  they  are  like  the  sounds  first  heard. 

The  teacher  may  next  utter  the  first  sound  twice,  a, 
a,  and  require  the  pupils  to  imitate  it  twice ;  then  three 
times;  then  once.     Call  this  the^^r^^  sound  of  a. 

The  teacher  may  now  utter  the  second  sound  twice, 
a,  S,,  and  require  the  pupils  to  imitate  it  twice ;  then 
three  times  ;  then  once.     Call  it  the  second  sou7id  of  a. 

The  teacher  may  utter  the  first  and  the  second  sounds 
of  a  in  alternation,  making  short  pauses  between  them, 
and  require  the  pupils  to  imitate  them,  fi,  &;  a,  &. 
The  pupils  may  repeat  these  two  sounds  in  alternation 
three  times,  a,  5, ;  a,  ^ ;  a,  k.  Afterward  the  teacher 
may  request  them  to  make  each  sound  as  it  is  called 
for,  as :  first  sound  of  il ;  second  sound  of  3. ;  first 
sound,  a ;  second  sound,  h ;  second  sound,  h,  etc. 

By  this  exercise  the  pupils  will  be  led  through  a  sim- 
ple and  practical  means  to  distinguish,  to  utter,  and  to 
designate  the  several  sounds  of  the  letters. 

Second  Exercise. — A  second  exercise  for  training  the 
ear  and  voice  may  be  introduced  by  requiring  the 
pupils  to  imitate  the  teacher  in  making  a  third  sound 
of  ii,  as  in  car,  thus,  a,  a  ;  a,  a.  Next  request  them  to 
utter  this  third  sound  of  a  in  alternation  with  the  fii'st 
and  second  sounds,  thus  :  a,  a  ;  a,  a  ;  h,  h;  a,  a ;  ^.  k; 
&,  a ;  then,  a,  &,  a ;  a,  h,  a,  etc.    Care  should  be  taken 


VOWEL   SOUNDS. 


in  relation  to  pauses  between  the  succeeding  sounds. 
The  teacher  may  now  request  the  pupils  to  make  these 
sounds  as  they  are  called  for ;  thus,  make  the  first 
sound  of  a,  make  the  third  sound  of  a,  the  second  sound 
of  a ;  the  tliird  sound,  the  second  sound,  the  first 
sound,  etc. 

For  leading  the  pupils  to  take  more  accurate  notice 
of  different  sounds,  the  teacher  should  utter  them  dis- 
tinctly and  request  the  pupils  to  tell  loliicli  sound  is 
uttered,  as  each  of  the  following  sounds  are  made ;  a, 
a,  a,  a,  a,  etc. 

Third  Exercise. — This  training  through  the  ear  may 
be  continued  by  teaching  the  pupils  to  recognize  and  to 
utter  the  fourth  sound  of  a,  as  in  all ;  proceeding  as 
with  the  third  sound,  including  a  review  of  the  three 
sounds  already  learned.  Inasmuch  as  the  fifth  sound 
of  d,  as  in  fare,  air,  care,  and  the  sixth  sound  of  k,  as 
in  opera,  ash,  chant,  last,  pass,  are  not  so  readily  distin- 
guished nor  so  easily  uttered  as  the  first  four  sounds  of 
A,  it  is  better  to  omit  these  two  sounds  until  the  pupils 
have  acquired  greater  accuracy  in  distinguishing  sounds, 
and  more  skill  in  the  use  of  the  voice ;  and  until,  by 
proper  training  of  the  ear  and  voice,  they  have  become 
prepared  to  learn  phonetics  by  means  of  classified 
sounds  of  the  several  letters.  As  a  simple  step  toward 
classifying  the  sounds  of  letters,  the  teacher  may  now 
write  the  letter  a  four  times  on  the  blackboard,  plac- 
ing the  numbers  over  them  ;  thus, — 

f  2  s  4. 

a,        a,        a,        a. 


8  EAR  AND    VOICE    TRAINING, 

The  teacher  may  then  point  at  each  letter  in  order,  re- 
quiring the  pupils  to  utter  its  sound  as  indicated  by 
the  number.  The  letters  should  also  be  pointed  at  out 
of  the  given  order,  and  the  pupils  taught  to  utter 
their  respective  sounds. 

Each  of  these  sounds  may  be  written  three  times,  and 
numbered  as  before,  then  the  pupils  may  be  requested 
to  make  all  the  first  sounds  of  a;  then  to  make  all  the 
fourth  sounds  ;  then  all  the  second  sounds  ;  then  all  the 
third  sounds,  etc.  Afterward  the  teacher  may  utter 
these  sounds,  one  at  a  time,  and  request  pupils  to  point 
out  the  letter  that  represents  the  sound  made. 

Fourth  Exercise. — Sounds  of  E. — The  ear  and  voice 
training  may  be  continued  by  the  use  of  the  two  sounds 
of  e — the  first  sou7id  of  e,  as  in  me;  and  the  second 
sound  of  ^,  as  in  met.  The  teacher  will  proceed  to 
utter  each  sound,  and  the  pupils  to  distinguish  it,  as 
they  did  with  a  in  the  preceding  exercise — thus  exercis- 
ing their  organs  of  hearing  by  distinguishing  the  sounds, 
and  training  their  voices  by  uttering  them. 

The  letter  e  may  then  be  written  six  times  on  the 
blackboard,  and  marked  as  follows  : — 


/ 

2 

f 

2 

/ 

2 

e, 

e; 

e, 

e; 

e, 

e. 

The  pupils  may  now  be  taught  to  utter  each  sound, 
indicated  by  the  number,  as  the  letter  is  pointed  at. 
The  pupils  may  make  all  the  first  sounds  of  e  ;  then  all 
the  second  sounds  of  e  ;  and  the  exercise  for  this  letter 


VOWEL   SOUNDS. 


may  be  continued  as  were  those  for  the  sounds  of  A, 
including  that  of  the  blackboard  exercise. 

Fifth  Exercise. — Sounds  of  I. — The  training  exercises 
for  the  ear  and  the  voice  may  be  continued  with  the 
tiuo  sounds  of  I — thejirsijound  of  i,  as  in  ice,  fire  ;  and 
the  second  sound  of  i,  as  in  pin,  fin,  in,  in  the  same 
manner  as  with  the  sounds  of  B,  including  the  black- 
board exercise : — 

Sixth  Exercise. — Sounds  of  0. — The  three  sounds  of 
0 — the  first  sound  of  o,  as  in  old,  no,  go ;  the  second 
sound  of  6,  as  in  on,  not,  top  ;  and  the  third  sound  of  q, 
as  in  to,  moon,  do,  may  be  used  for  the  training  exer- 
cises, in  the  same  manner  as  already  described  for  A, 
E,  and  /. 

/  3  3  f  2  3 

o,     o,     o;        o,     Of     o. 

Seventh  Exercise. — Sounds  of  U. — The  ear  and  voice 
training  should  be  continued  with  the  four  sou7ids  of  U 
— the  j^rs^  sound  of  u,  as  in  cube,  tune,  use  ;  the  second 
sound  of  ii,  as  in  ftm,  tub,  up ;  the  third  sound  of  u, 
as  in  full,  should;  and  the  fourth  sound  of  u,  as  in 
burn,  fur,  urge,  as  with  the  previous  letters.  The 
blackboard  portion  of  the  training  will  enable  the  pupils 
to  associate  the  several  sounds  with  letters  in  the  order 
here  given,  which  will  be  useful  in  later  lessons. 


lo  EAR  AND    VOICE    TRAINING. 


/ 

2 

3 

i. 

/ 

2 

3 

4 

u, 

u, 

u, 

u; 

u, 

u, 

u, 

U. 

It  will  be  observed  that  the  sense  of  sight  is  employed  in 
addition  to  that  of  sound,  in  these  lessons  in  phonetics, 
both  by  the  use  of  numbers  and  by  diacritical  marks, 
to  indicate  the  different  sounds. 

Before  the  close  of  each  exercise,  all  the  sounds  used 
in  that  exercise  should  be  reviewed.  And  the  sounds 
learned  in  the  preceding  exercises  should  be  reviewed 
once  each  week.  Sometimes  require  the  pupils  to  give 
the  second  sound  of  each  of  the  letters,  thus,  a,  e,  i,  o, 
u ;  then  to  give  the  first  sound  of  each,  as  a,  e,  i,  o,  u, 
etc. 

Eighth  Exercise.— /Sbw^i^5  of  M,  N,  F,  V,  K,  T,  S*^ 
The  ear  and  voice-training  exercises  may  be  continued 
by  the  use  of  the  following  sounds,  as  described.  The 
teacher  may  utter  the  m-sound  twice  and  require  the 
pupils  to  imitate  it  twice ;  then  they  may  be  told  to 
repeat  these  two  sounds  two  or  three  times. 

Next  the  teacher  may  utter  the  n-sound  twice  and 
request  the  pupils  to  imitate  it ;  also  to  repeat  these 
sounds  two  or  three  times,  as  with  the  m-sound.  Then 
the  m-sound  and  the  n-sound  may  be  repeated  in  alter- 
nation two  or  three  times. 

Proceed  in  the  same  manner  with  F-sound,  and  the 

*  The  teacher  may  find  suggestions  for  teaching  pupils  to  utter 
the  sounds  of  each  of  these  letters  by  reading  the  methods  given 
in  "Training  the  Ear  and  the  Voice  with  Consonant  Sounds," 
pages  16-29. 


OTHER   SOUNDS.  II 


y -sound ;   also  with  the  K-sound,   the   T-sound,  the 
S-sound,  etc. 

If  the  teacher  will  keep  the  fact  prominently  in  mind 
that  the  chief  purpose  of  these  exercises  is  to  train  the 
organs  of  hearing  in  distinctness  and  accuracy,  and  the 
voice  in  flexibility,  clearness,  and  ease  of  utterance,  it 
will  be  seen  how  the  purpose  may  be  attained  through 
the  use  of  a  variety  of  exercises. 

The  teacher  will  please  notice  that  the  two  important 
matters  demanding  attention  in  these  early  stages  of 
the  school-room  work  are  : — 

First,  To  ascertain  the  condition  of  the  pupils,  as 
to  their  ability  to  use  their  senses  properly. 

Second,  To  train  them  in  such  ways  of  using  their 
powers  of  mind  as  will  lead  to  habits  of  getting  cor- 
rectly whatever  knowledge  may  be  presented,  whether 
it  must  be  acquired  through  the  ear,  the  eye,  or  through 
other  organs  of  sense.  When  the  purpose  of  these  steps 
in  training  is  understood,  the  skillful  teacher  will  be 
able  to  devise  other  similar  methods  for  attaining  the 
ends  in  view. 


COMPARING  SOUNDS  OF  LETTERS. 


Afteb  the  pupils  have  had  the  training  of  the  ear 
and  the  voice  provided  by  the  preceding  exercises,  they 
will  be  prepared  for  comparing  sounds  of  letters  as 
heard  in  the  pronunciation  of  words.  For  this  purpose 
the  teacher  may  write  lists  of  words,  each  having  a 
sound  of  the  same  letter,  on  the  blackboard,  without 
diacritical  marks  or  other  signs  for  indicating  the  dif- 
ferent sounds,  and  then  request  the  pupils  to  find  two 
letters^  or  more,  in  the  given  words,  that  have  the  same 
sound.  The  following  list  will  indicate  suitable  groups 
of  words  for 


Comparing  the  A-Sounds. — 


cake 

cat 

car 

call 

make 

hag 

arm 

hall 

mat 

ham 

salt 

play 

farm 

cJialk 

rake 

Tiat 

walk 

hake 

man 

star 

yarn 

shawl 

late 

fan 

First  request  the  pupils  to  pronounce  the  words  of 
each  column  distinctly  and  to  notice  whether  all  the 
a-soimds  in  the  words  are  alike.     Then  request  them 


COMPARING  SOUNDS.  13 

to  find  two  words  in  the  same  column  with  like  sounds 
of  a.  Call  upon  individual  pupils  to  state  which  two 
a' 8  have  the  same  sound.  The  answers  may  be  given  in 
the  following  manner  : — 

The  a  in  cake  sounds  like  the  a  in  make.  The  a  in 
farm  sounds  like  the  a  in  yarn.  The  a  in  cat  sounds 
like  the  a  in  hag.  The  a  in  chalk  sounds  like  the  a  in 
shaiul.     The  a  in  rake  sounds  like  the  a  in  late,  etc. 

Afterwards  request  the  pupils  to  find  two  words  in 
different  columns  that  have  like  a-sounds.  Three  or 
more  exercises  should  be  had  in  comparing  the 
a-sounds. 

Comparing  E-Sounds  and  I-Sounds. — Write  on  the 
blackboard  the  following,  or  similar  lists  of  words  con- 
taining the  sounds  of  E  and  of  / : — 


me 

met 

Ute 

pin 

sheep 

shed 

pie 

milk 

hen 

eat 

sing 

slide 

tree 

nest 

night 

stick 

pen 

see 

spin 

ride 

First  conduct  the  exercise  with  the  E-sounds  in  a  man- 
ner similar  to  those  for  the  a-sounds^  leading  the  pupils 
to  discover  and  say  :  The  e  in  tree  sounds  like  the  e  in 
eat.  The  e  in  hen  sounds  like  the  e  in  nest,  and  proceed 
with  the  I-soundSf  as  follows  : — 

The  i  in  kite  sounds  like  the  i  in  night.  The  i  in 
si7ig  sounds  like  the  i  in  stick.  In  this  manner  let  the 
pupils  compare  all  the  e-sounds  and  all  the  i-sounds  in 
these  columns. 


14  EAR  AND    VOICE    TRAINING. 

Comparing  0-Sounds. — The  following  lists  of  words 
are  suitable  for  comparing  the  sounds  of  0,  Proceed 
as  with  the  sounds  for  A. 


nose 

not 

noon 

moon 

rope 

top 

two 

cold 

doll 

rose 

gold 

hox 

shoe 

who 

lock 

four 

snow 

fox 

school 

hot 

"Write  on  the  blackboard  two  or  more  columns  of 
words  that  represent  three  sounds  of  o.  Teach  the  pu- 
pils to  compare  the  sounds  in  each  of  these  words,  as 
follows,  or  in  a  similar  manner  : — 

The  0  in  rope  sounds  like  the  o  in  four.  The  o  in 
box  sounds  like  the  o  in  doll.  The  o  in  shoe  sounds  like 
the  0  in  two. 

The  pupils  may  also  be  required  to  find  how  many  of 
these  words  contain  the  same  sound  of  o.  They  might 
say  the  o  i7i  nose,  in  snoiv,  in  cold,  in  gold,  in  rose,  and 
in  rope,  sound  alike.  They  may  also  compare  the 
o-sounds  in  other  words,  and  say  how  many  are  alike. 

Comparing  TJ-Sounds. — Proceed  in  comparing  the  fol- 
lowing words  to  find  like  Z7-sounds,  as  in  the  previous 
exercises. 

By  comparing  the  u-sounds  in  the  words  of  the  fol- 
lowing columns  it  will  be  seen  that  it  has  four  sou?ids  : — 

The  u  in  cube  sounds  like  the  u  in  ctire.  The  u  in 
cup  sounds  like  the  u  in  such.  The  u  in  puss  sounds 
like  the  u  in  full     The  u  in  fur  sounds  like  the  u  in 


COMPARING  SOUNDS. 


turn.     Request  the  pupils  to  find  how  many  of  these 
words  contain  like  sounds  of  u, 

cube  cwp  hush  hum 

blue  tvJb  full  urge 

fun  put  cure  pull 

puss  curl  such  true 

fur  sure  should  must 

Double  Vocal  Sounds. — When  the  sounds  of  two  let- 
ters are  joined,  so  that  both  sounds  are  heard  together, 
as  0  ^,  in  noise,  o  y,  in  hoy ;  and  o  u,  in  found,  o  w,  in 
cow,  the  sounds  may  be  called  double  sounds.  They 
may  be  recognized  readily  in  the  following  words  :  oil, 
coin,  voice,  loy,  toy,  joy ;  hound,  our,  round,  c6w,  botv, 
now. 

The  several  sounds  represented  by  th,  c7i,  sh,  wJi,  zh, 
ng,  are  single  sounds,  as  will  clearly  appear  in  following 
lessons. 

These  simple  exercises  in  comparing  sounds  may  be 
given  to  pupils  during  the  first  year  in  school.  Three 
or  four  lessons  should  be  given  with  each  of  these  groups 
of  sounds. 


TRAINING  THE  EAR  AND  THE  VOICE 

WITH   CONSONANT  SOUNDS. 

Consonant  sounds  can  te  uttered  alone  as  perfectly  as 
vowel  sounds,  notwithstanding  the  sounds  represented 
by  consonants  are  not  full-voiced  as  are  those  of  the 
vowels.  It  is  true  that  we  cannot  pronounce  the  alpha- 
betical name  of  a  consonant  letter  without  using  the 
sound  of  a  vowel  letter ;  nevertheless,  we  can  utter  all 
the  sound  represented  by  a  consonant  letter  as  completely 
as  'we  can  utter  the  entire  sound  of  a  vowel  letter.  This 
fact  will  be  apparent  by  observing  the  succeeding  direc- 
tions for  uttering  consonant  sounds. 

It  will  be  observed,  in  the  following  exercises,  that 
the  letters  representing  consonant  sounds  are  arranged  in 
pairs.  This  is  done  in  order  that  the  learner  may  have 
the  benefit  of  associating  those  sounds  that  are  formed 
with  the  vocal  organs  in  the  same  or  in  a  similar  posi- 
tion; and  also  that  the  use  of  the  hreath  and  of  the  voice 
may  be  distinctly  noticed  in  the  utterance  of  these  sounds. 
The  sounds  are  named  that  both  teacher  and  pupils 
may  readily  remember  them,  and  easily  state  which  sound 
is  referred  to. 

An  exercise  in  these  sounds  may  be  limited  to  one 
pair  of  sounds  per  day,  for  the  younger  pupils;  but 
for  the  older  pupils  two  or  three  pairs  of  sounds  may 


CONSONANT  SOUNDS.  17 

be  given  at  a  lesson.  With  each  succeeding  lesson  the 
least  familiar  pairs  of  sounds,  previously  taught,  should 
be  uttered  two  or  three  times  before  beginning  with 
new  sounds. 

M  and  N-Sounds. — Training  the  mind  through  the 
ear  and  voice  may  be  continued  with  the  proper  use  of 
consonant  sounds,  by  requiring  the  pupils  to  utter 
them,  and  to  notice  the  positions  of  the  lips,  teeth,  and 
tongue,  as  the  sounds  are  uttered.  The  sounds  of  m  and 
n,  being  easy  to  make,  are  appropriate  for  the  first  ex- 
ercise. The  teacher  may  utter  these  sounds  twice, — 
m,  m, — and  the  pupils  imitate  them  ;  then  utter  n,  n, 
— and  the  pupils  imitate. 

These  sounds  may  be  uttered  next,  alternately:  m, 
n;  m,  n;  m,  n;  and  the  pupils  requested  to  notice  the 
position  of  the  lips  and  teeth,  as  each  letter  is  sounded. 
Also  request  them  to  tell  luhich  sound  is  made  with  the 
lips  closed,  and  which  sound  with  the  lips  open. 

To  produce  the  m-sound,  open  the  teeth,  and  close 
firmly  the  air  passage  from  the  mouth  with  the  lips,  and 
force  voice  through  the  nose. 

To  produce  the  n-sound,  open  the  teeth  and  lips,  and 
close  the  air  passage  from  the  mouth  by  pressing  the 
tongue  against  the  upper  teeth  and  gum,  and  force  voice 
through  the  nose. 

Let  the  pupils  repeat  the  m  and  n  sounds  alternately, 
while  observing  the  above  positions  of  the  organs — m, 
n  ;  m,  n. 

Write  these  letters  on  the  blackboard  and  require  the 
pupils  to  sound  each  as  it  is  pointed  at ;  also  to  sound 


i8  EAR  AND    VOICE    TRAINING. 

each  as  its  name  is  called  by  the  letter  that  represents  the 
sound. 

N.  B. — The  descriptions  of  the  different  positions  of 
the  voice-organs  necessary  to  utter  given  sounds  are  in- 
tended chiefly  as  directions  to  aid  the  pupils  in  produc- 
ing the  desired  sounds,  and  not  in  any  case  to  be  mem- 
orized and  recited. 

F  and  V-Sounds. — The  teacher  may  utter  the  sound 
of  /  twice,  as  heard  in  fi7ie,  and  the  pupils  imitate ; 
then  utter  the  sound  of  v  twice,  as  heard  in  vine,  and 
the  pupils  imitate.  Lead  the  pupils  to  notice,  as  these 
sounds  are  made  in  alternation,—/,  v;  /,  v, — whether 
hreath  is  used  in  both  sounds,  or  breath  in  one,  and 
voice  in  the  other  ;  also  to  observe  which  sound  is  uttered 
with  voice y  and  which  sound  tvith  breath  only.  Having 
perceived  the  differences  in  these  sounds,  the  pupils 
may  now  be  led  to  observe  the  position  of  the  voice- 
organs  necessary  to  utter  the  sounds  of  these  letters. 

To  produce  the  f-sound,  place  the  upper  teeth  lightly 
upon  the  loioer  lip  and  gently  force  breath  out. 

To  produce  the  v-sowid,  place  the  upper  teeth  upon 
the  lower  lip  as  before,  press  the  lip  gently,  and  force 
voice  out. 

Again,  direct  the  pupils  to  place  the  teeth  on  the  lip, 
in  the  proper  position  for  sounding/,  then  to  force  out 
breath  and  voice,  alternately,  until  they  know  that  the 
sound  of  f  is  produced  by  breath,  and  the  sound  of  v  is 
produced  by  voice. 

Write  the  letters  /  and  v  on  the  blackboard  and  re- 
quire the  pupils  to  sound  each,  as  with  m  and  n. 


CONSONANT  SOUNDS.  19 

S  and  Z-Sounds. — The  teacher  may  utter  the  sound 
of  s,  as  heard  in  sat,  sip,  sun,  and  the  pupils  imitate  it ; 
then  utter  the  sound  of  z,  as  heard  in  zehray  zinc,  zone, 
and  the  pupils  imitate  it. 

Then  the  sound  of  s  and  of  z  may  be  uttered,  alter- 
nately, by  the  pupils,  and  they  be  led  to  notice  toliich 
sound  is  made  with  breath,  and  which  sound  is  made  with 
voice. 

Lead  them  also  to  observe  that  to  produce  the  sounds 
of  8  and  of  z,  the  tip  of  the  tongue  is  placed  near  the 
front  upper  gum,  leaving  a  small  central  opening 
through  which  the  hreath  is  ge7itly  forced  to  utter  the 
s-sound;  and  that  the  voice  is  forced  through  it  to  utter 
the  z-sound.  The  position  of  the  tongue  remains  the 
same  for  both  sounds. 

Write  the  letters  s  and  z  on  the  blackboard,  and  re- 
quire the  pupils  to  sound  each  as  it  is  pointed  at ;  also 
to  sound  it  as  its  name  is  called. 

T  and  D-Sounds. — Lead  the  pupils  to  discover  the 
sound  of  t,  by  pronouncing  the  word  at  several  times, 
making  a  pause  between  the  a  and  the  t,  thus,  a-t ;  a-t  ; 
a-t.  Then  the  teacher  may  sound  the  t  twice,  and  the 
pupils  imitate  it.  Lead  them  to  observe  that  the 
t-sound  is  made  with  Ireath  only.  Should  any  voice 
sound  be  heard  in  connection  with  the  uttered  sound 
for  i,  it  indicates  that  the  sound  has  not  been  made 
properly.  To  correct  such  error,  teach  the  pupils  to 
close  the  air  passage  from  the  mouth  ly  placing  the  tip 
of  the  tongue  against  tlie  upper  front  teeth,  and  forcing 
the  tongue  abruptly  from  the  teeth  ly  "breath. 


20  EAR  AND    VOICE    TRAINING. 

Afterward  the  pupils  may  be  requested  to  press  the 
tip  of  the  tongue  more  firmly  against  the  upper  front 
teeth,  and  then  attempt  to  force  voice  through,  without 
allowing  the  tongue  to  separate  from  the  teeth  ;  the  re- 
sult will  be  the  sound  of  d. 

As  another  way  of  teaching  the  utterance  of  d-sound, 
request  the  pupils  to  try  to  say  doy  without  sounding  the  o. 

Let  the  pupils  repeat  the  t  and  d  sounds,  in  alterna- 
tion, and  observe  which  sound  is  produced  by  forced 
breath,  and  lohich  sound  by  restrained  voice. 

Write  these  letters  on  the  blackboard,  and  request  the 
pupils  to  sound  each,  several  times,  in  alternation. 

P  and  B-Sounds. — For  leading  pupils  to  distinguish 
the  p-sound,  the  teacher  may  pronounce  the  word  ape, 
making  a  pause  between  the  a  and  p,  and  requesting 
the  pupils  to  notice  the  last  of  these  two  sounds,  a-p ; 
a-p ;  a-p.  Then  the  teacher  may  sound  the  p  twice, 
and  the  pupils  imitate  the  sound. 

Let  pupils  distinguish  the  h-sou7id  by  pronouncing 
distinctly  the  following  syllables,  thus  :  ah,  eh,  ih,  oh. 
The  teacher  may  utter  the  h-sound  twice,  and  the  pupils 
imitate.  Pupils  may  also  learn  to  utter  the  h-sound  by 
trying  to  say  hee  without  sounding  the  ee. 

Proceed  in  a  manner  similar  to  that  for  teaching  the 
sounds  of  T  and  D,  in  leading  the  pupils  to  observe 
tuhich  of  these  sounds  is  made  with  hreath,  and  which 
with  voice.  Guard  against  the  error  of  using  voice- 
sound  in  uttering  p. 

The  p-sound  may  be  made  by  opening  the  lips  ahruptly 
while  forcing  breath  against  them. 


CONSONANT  SOUNDS.  21 

The  l-sound  may  be  made  by  pressing  the  lips  to- 
gether firmly  and  attempting  to  force  voice  out,  but  not 
allowing  the  lips  to  separate. 

Write  these  letters  on  the  blackboard,  and  require  the 
pupils  to  sound  each. 

K  and  G-Sounds. — The  pupils  may  be  led  to  perceive 
the  h-sound  by  listening  to,  then  pronouncing  the  syl- 
lables d-k,  e-k,  i-k,  6-k,  with  a  pause  between  the  two 
letters.  Then  let  the  pupils  utter  the  k-sound  sepa- 
rately.    Do  not  allow  any  voice  sound  in  its  utterance. 

The  pupils  may  perceive  the  g -sound  by  pronouncing 
the  syllables  d-g,  e-g,  i-g,  6-g  ;  also  by  trying  to  say  go, 
without  sounding  the  0. 

The  teacher  may  utter  the  k-sound  twice,  and  the 
pupils  imitate  it ;  then  he  may  utter  the  g-sound  twice, 
and  the  pupils  imitate  it ;  then  require  these  sounds  to 
be  uttered  in  alternation,  k,  gj  k,  g  ;  g,  k. 

To  form  the  k-sound,  press  the  root  of  the  tongue 
against  the  roof  of  the  mouth,  open  the  teeth  and  de- 
press the  lower  jaw,  then  separate  the  tongue  abruptly 
from  the  roof  of  the  mouth  by  forcing  breath  out  sud- 
denly. 

To  form  the  g-sound,  let  the  tongue  occupy  the  same 
position  as  for  k,  and  attempt  to  separate  it  from  the 
roof  of  the  mouth  by  forcing  voice  out,  but  keep  the 
tongue  firmly  in  its  position. 

Write  the  letters  k  and  g  on  the  blackboard,  and  re- 
quire the  pupils  to  sound  them. 

L  and  R-Sounds. — The  teacher  may  utter  the  sound 


22  EAR  AND    VOICE    TRAINING. 

of  I,  as  in  all,  law,  and  the  pupils  imitate  it ;  and  then 
utter  the  sound  of  r,  as  in/ar,  nor,  red,  and  the  pupils 
imitate  it.  Then  the  sounds  of  I  and  r  may  be  uttered 
alternately;  thus,  I,  r;  I,  r;  I,  rj  and  the  pupils  re- 
peat them.  It  will  be  noticed  that  these  sounds  may 
be  prolonged,  as  well  as  the  sounds  of  m  and  n. 

To  produce  the  l-sound,  place  the  tip  of  the  tongue 
against  the  gum  of  the  upper  front  teeth,  and  force 
voice  over  the  sides  of  the  tongue. 

To  produce  the  r-sound,  elevate  the  middle  of  the 
tongue,  so  as  nearly  to  touch  the  roof  of  the  mouth, 
and  force  voice  over  it. 

Take  care  that  the  pupils  distinguish  the  difference 
between  an  l-sound  and  an  r-sound.  Use  the  blackboard 
as  in  previous  lessons. 

During  all  of  these  exercises  with  consonant  sounds, 
care  should  be  taken  to  train  the  pupils  to  distinguish 
between  breath-sounds  and  voice-sounds.  Success  in 
learning  to  utter  these  sounds  depends  upon  the  ability 
to  distinguish  between  the  two  classes  of  sounds. 
This  distinction  is  especially  necessary  in  learning  to 
utter  correctly  the  sounds  that  follow.  It  should  be 
remembered,  whenever  two  letters  taken  together  are 
used  to  represent  a  single  sound,  as :  th,  ch,  sh,  wh,  zh, 
ng,  etc.,  that  the  sound  is  as  distinctly  a  single  sound 
as  if  it  were  represented  by  a  single  letter.  [See  pages 
28,  29.] 

Th-Sounds. — The  teacher  may  utter  the  voice-sound 
of  th  three  times,  and  require  the  pupils  to  imitate  it ; 


CONSONANT  SOUNDS.  23 

then  utter  the  Ireath-sound  of  th  three  times,  and  re- 
quire the  pupils  to  imitate  it ;  then  utter  the  two 
sounds  alternately,  and  require  the  pupils  to  imitate 
them. 

The  two  sounds  of  tJi  can  be  remembered  most  readily 
when  called  by  the  names — ireatli-sound  of  th,  and 
voice-sound  of  th. 

The  breath-sound  is  heard  in  thin,  think,  thank,  hoth, 
truth. 

The  voice-sound  of  th  is  heard  in  this,  that,  them., 
these,  the  J,  with,  hreathe,  beneath. 

The  pupils  may  be  led  to  distinguish  these  two 
sounds,  by  pronouncing  the  words  given  in  the  above 
groups  distinctly,  and  noticing  that  breath  is  used  in 
uttering  the  th  of  the  first  group,  and  that  voice  is  used 
for  sounding  the  th  of  the  second  group. 

Let  the  pupils  utter  the  breath-sound  of  th  twice ; 
then  the  voice-sound  of  th  twice ;  then  utter  them  in 
alternation. 

The  ^/i -sounds  are  produced  by  placing  the  tip  of  the 
tongue  against  the  front  upper  teeth,  and  by  forcing 
breath  between  them,  for  the  breath-sound,  and  forcing 
voice  between  them,  for  the  voice-sound.  Let  these 
sounds  be  repeated  until  the  pupils  can  readily  produce 
each.  Write  words  on  the  blackboard  containing  these 
sounds,  and  request  the  pupils  to  distinguish  and  to 
utter  each  sound  of  th. 

Sh  and  Zh-Sounds. — The  sh-sound,  which  is  a  breath- 
sound,  is  heard  in  the  words  shall,  shell,  shine,  shoj), 
wish ;  also  in  the  words  chaise,  sure,  sugar,  nation. 


24  EAR  AND    VOICE    TRAINING. 

To  produce  the  sh-soundf  place  the  tongue  in  nearly 
the  same  position  as  for  the  s-sound,  but  a  little  farther 
back  from  the  front  teeth,  then  force  breath  over  it. 

The  zh-sound  is  heard  in  the  words  amre,  gladder, 
measure,  pleasure,  leisure,  usual. 

To  produce  the  zh-soimdf  place  the  tongue  in  the 
same  position  as  for  the  sh-sound,  then  force  voice 
over  it. 

The  teacher  may  utter  these  sounds  for  the  pupils  to 
imitate  as  in  previous  lessons ;  also  require  the  pupils  to 
utter  these  sounds  in  alternation,  until  they  can  produce 
the  breath  and  the  voice-sounds  correctly,  and  can  dis- 
tinguish them  in  written  words. 

Ch-Sounds. — The  teacher  should  utter  the  ch-sound 
several  times,  requiring  the  pupils  to  imitate  it ;  then 
this  sound  should  be  compared  with  the  sh-sound,  and 
the  pupils  led  to  notice  that  the  ch-sound  is  very  short 
and  abrupt,  while  the  sh-sound  is  longer  and  flowing. 
Training  the  pupils  to  utter  the  ch-sound  correctly  will 
enable  them  to  avoid  the  common  mistake  of  sounding 
it  like  sh. 

The  ch-sound  may  be  perceived  by  pronouncing,  dis- 
tinctly, the  words  eac^,  rich,  church,  cheese,  benc^, 
lunch,  chest,  chin,  chalk. 

To  produce  this  sound,  place  the  tongue  against  the 
roof  of  the  mouth  and  force  breath  abruptly  between 
them.  Remind  the  childen  of  the  sound  made  by  the 
steam-cars — ch,  ch,  ch, — as  an  aid  in  leading  them  to 
distinguish  the  short,  sudden  sound  of  ch. 

When  the  isouiid  of  sh  is  used  in  place  of  ch,  as  in 


CONSONANT  SOUNDS.  25 

chalk,  child,  cheese,  church,  the  error  should  be  pointed 
out,  and  the  pupils  requested  to  make  several  correc- 
tions of  this  mistake. 

Y  and  J-Sounds. — The  teacher  may  lead  the  pupils  to 
distinguish  the  sound  of  y  by  pronouncing  slowly  the 
words  ?/arn,  ^^es,  yot,  yea,T,  you,  your,  yoke,  and  notic- 
ing the  light  short  sound  that  begins  each  word. 

By  placing  the  voice-organs  in  the  position  for  utter- 
ing e  as  in  me,  and  beginning  the  sound  of  e,  but  imme- 
diately contracting  and  stopping  the  sound,  by  bringing 
the  tongue  and  palate  nearer  together,  the  y -sound  will 
be  produced. 

The  pupils  may  be  led  to  distinguish  the  j-sound  by 
pronouncing  the  following  words,  —  a^e,  ed^e,  ca^e, 
wed^e,  jay,  jet,  joy,  jump.  This  sound  should  be 
called  the  j-sound,  whether  it  be  represented  by  j,  or 

N.  B. — Do  not  teach  this  as  a  "soft  sound  of  g." 
Call  it  the  j-somid. 

Wh  and  W-Sounds. —  Wh  is  a  hreath-sound,  and  it  is 
not  properly  uttered  if  any  voice-sound  is  heard  when 
wh  is  sounded.  The  pupils  may  obtain  an  idea  of  the 
nature  of  the  wh-sound  by  striking  the  air  with  a  whip, 
or  a  slender  pointer.  The  sound  may  also  be  heard  in 
the  following  words, — ivh^i,  wheel,  when,  whine,  lohiie, 
Wiip,  who2i — by  prolonging  the  loh  while  pronouncing 
them.  Require  the  pupils  to  repeat  the  wh-sound,  sepa- 
rately, several  times. 

The  teacher  may  lead  the  pupils  to  distinguish  the 


26  EAR  AND    VOICE    TRAINING. 

w-sound  by  prolonging  the  sound  of  w  while  pronounc- 
ing the  following  words, — ?i?ake,  wdl^,  ive,  wet,  wide, 
wish,  woke,  wood. 

The  sound  of  w  may  be  made  by  placing  the  lips  in  a 
position  for  uttering  the  sound  of  oo,  as  in  7)20on,  noo?i, 
or  the  sound  of  o  in  do,  to,  and  immediately  on  begin- 
ning the  sound  of  oo  contract  the  lips  slightly,  and  stop 
the  sound. 

H,  Qu,  and  Ng-Sounds. — The  h-sound  may  be  heard 
in  the  words  hay,  Aat,  Aall,  he,  hen,  hide,  hit,  hold,  hot, 
hue,  hnt.  This  sound  may  be  produced  by  expulsive 
whispers,  or  suddenly  forced  breaths  when  the  voice- 
organs  are  in  position  for  uttering  the  sounds  of  a,  e, 
I,  o,  u,  as  ha,  he,  hi,  ho,  h\x. 

The  q,  when  alone,  represents  no  sound. 

The  qu  represent  the  sound  of  hw  in  the  words, 
quail,  quaok,  queen,  queer,  quite,  quit,  quote. 

The  qu  represent  the  sound  of  k  in  anti^-we,  basque, 
mas5'?^erade,  obli^'we,  -pique,  quadrille. 

The  ng-sou7id  may  be  distinguished  by  carefully  pro- 
nouncing the  words  hring,  cling,  Aing,  king,  long, 
Inng,  rang,  ring,  sing,  song,  strong,  wing,  young  j 
hring-ing,  ring-ing,  sing-ing. 

Pupils  properly  trained  to  sound  the  ng,  will  readily 
understand  that  it  is  a  very  faulty  pronunciation  to  say 
ring-m,  sing-m,  go-in,  and  they  will  know  how  to  cor- 
rect it. 

C,  Q,  and  X  have  no  sounds  of  their  own. — These 
letters  represent  no  sounds  that  do  not  )jelong  to  some 


CONSONANT  SOUNDS.  27 

other  letter.  There  is  no  sound  that  may  be  named 
exclusively  as  the  c-sound,  the  q-sound,  or  the  x-sound. 
These  letters  are  substitutes,  representing  the  sound  of 
some  other  letter,  which  sound  is  better  known  by  the 
name  of  that  other  letter. 

Naming  the  Sounds. — In  this  plan  for  teaching  the 
elementary  sounds,  each  sound  takes  its  name  from  that 
letter  which  most  commonly  represents  the  somid.  There- 
fore the  pupils  are  taught  to  say  that,  c  has  the  k-sound 
in  €ake,  €at,  €old,  €url,  €up ;  that,  c  has  the  s-sound 
in  acid,  face,  cede,  cent,  cell,  ice,  race,  since;  that,  c  has 
the  z-sound  in  discern,  sacrifice,  sice,  suflBce  ;  that,  c  has 
the  sh-sound  in  enunciate,  ocean,  social. 

C  is  frequently  a  silent  letter,  having  no  sound  in 
back,  clock,  czar,  indict,  lock,  rock,  scene,  victuals. 

X  represents  the  sound  of  ks  in  fax,  boa:,  si^;,  taa; ; 
and  the  sound  of  gz  in  ea:act,  ea;ist,  QXdli ;  and  the 
sound  of  sh  in  ana;ious,  noa^ious,  luo^ury. 

While  teaching  the  foregoing  groups  of  sounds,  words 
containing  the  sounds  of  the  given  group  should  be 
written  on  the  blackboard,  and  the  pupils  required  to 
distinguish  the  letters  that  represent  each  sound,  and 
to  utter  their  respective  sounds. 

In  teaching  the  names  of  the  different  sounds  always 
call  them  by  the  name  of  that  letter  which  most  com- 
monly represents  the  sound  in  our  language,  as  in  the 
foregoing  lessons.  If  c  represents  the  k-sound,  say,  the 
c  has  the  k-soimd;  if  it  represents  the  s-sound,  say,  the 
c  has  the  s-sound;  if  the  s  represents  the  z-sound,  say, 
the  s  has  the  z-sound. 


28  EAR  AND    VOICE    TRAINING. 

Do  not  teach  that  c  has  a  hard  sound  like  h,  nor  that 
c  has  a  soft  sound  like  s. 

Do  not  teach  that  g  has  a  hard  sound,  as  in  gun  ;  nor 
that  it  has  a  soft  sound,  as  in  gem  ;  but  teach  that  g  in 
gun  has  the  g -sound ;  and  that  g  in  gem  has  the 
j-sound. 

Do  not  teach  that  s  has  the  soft  sound,  as  in  sand; 
nor  that  it  has  a  hard  sound,  as  in  was;  but  teach  that 
s  has  the  s-sound  in  s«?ic?,  5a?i^,  5^^?^;  and  that  s  has  the 
z-sound  in  ^^■5,  lands,  and  s/ioe^. 

Number  of  Sounds  in  Our  Language. — We  have  in 
our  language  tiventy  vocal  sounds — single  and  double — 
and  twenty-five  consonant  sounds,  making  forty-five 
sounds  in  all :  but  we  have  only  twenty-six  letters  in  our 
alphabet  with  which  to  represent  all  of  these  sounds ; 
and  three  of  the  twenty-six  letters  represent  no  sound 
of  their  own,  hence  there  are  only  twenty-three  single 
letters  to  represent  forty-three  single  sounds,  and  two 
double  sounds. 

Five  letters — a,  e,  i,  o,  u — represent  eighteeii  smgle 
sounds  and  two  double  sounds. 

Nineteen  letters — h,  c,  d,  /,  g,  h,  j,  Tc,  I,  m,  n,  p,  r,  s, 
t,  V,  w,  y,  %  —  represent,  singly  or  in  combination, 
twenty-five  distinct  sounds.  Eighteen  of  these  consonant 
sounds  are  each  represented  by  a  single  letter,  and  the 
remaining  seven  of  them  are  represented  by  the  union  of 
two  letters  each,  as  :  cli,  ng,  sh,  th,  th,  zh,  wh.  Each  of 
these  sounds  is  entirely  distinct  from  the  sound  of  each 
of  these  letters  when  used  singly ;  and  each  is  just  as 
completely  a  single  sound  as  if  it  had  been  represented 


CONSONANT  SOUNDS.  29 

by  a  special  single  letter.  Hence,  when  speaking  of  the 
sounds  which  are  represented  by  tim  letters,  instead  of 
one  letter,  we  should  say  the  sound  of  ch  ;  the  sound  of 
sli ;  the  sound  of  wh ;  the  voice  sound  of  th,  etc.  We 
should  not  say  the  sound  of  c  and  h,  the  sound  of  t  and 
h,  of  IV  and  h,  etc. 


VOWEL  SOUNDS  GROUPED. 

THEIR  KAMES  AI^^D  DIACRITICAL  MARKS. 

Iif  the  preceding  pages  attention  has  been  given  chiefly 
to  methods  for  training  the  ear  and  the  voice  through 
instruction  in  elementary  sounds  of  our  language. 
How  to  distinguish  and  how  to  utter  each  of  these 
forty-five  sounds  have  been  shown.  The  means  of  train- 
ing already  furnished,  though  of  great  value  in  itself, 
does  not  supply  all  that  is  needed  to  secure  the  full  and 
practical  results  that  may  and  should  be  attained  there- 
from. It  now  remains,  therefore,  to  extend  the  knowl- 
edge of  sounds  so  that  it  shall  become  a  still  more 
practical  aid  in  learning  reading  and  spelling. 

Teachers  understand  the  necessity  of  correct  and 
ready  pronunciation  in  reading,  and  of  correct  and 
ready  spelling  in  writing.  Whatever  will  give  facility 
to  the  pupils  in  acquiring  a  mastery  of  these  two,  will 
contribute  much  toward  proficiency  in  other  forms  of 
knowledge.  Exercises  for  properly  training  the  pupils 
to  associate  the  several  sounds  of  our  language  with  the 
letters  used  to  represent  them,  will  aid  the  pupils  in 
learning  to  spell,  and  guide  them  to  a  correct  and  ready 
pronunciation  of  words  in  reading.  Toward  accom- 
plishing these  important  ends  will  be  tlie  leading  aim  in 
the  following  lessons.     It  is  no  part  of  our  purpose  to 


VOWEL   SOUNDS.  31 

teach  phonetics  as  an  end ;  but  rather  to  use  the  knowl- 
edge of  sounds,  which  may  be  gained  by  these  exercises, 
as  a  means  toward  securing  a  better  and  a  readier  use  of 
our  language  in  speaking,  reading,  and  writing. 

It  will  be  noticed  that  words  containing  the  same 
sound  are  grouped  in  a  column ;  and  that  in  some  of 
the  words  the  same  sound  is  represented  by  differe7it  let- 
ters. By  proper  attention  to  these  facts  the  pupils  may 
become  familiar  with  a  given  sound,  also  with  the  dif- 
ferent ways  by  which  tlie  sound  is  commonly  repre- 
sented. 

The  numbers  over  the  columns  indicate  the  name  of 
the  sound,  as  the  first  sound  of  a ;  second  sound  of  a  ; 
third  sound  of  a,  etc.  The  diacritical  marlc  with  a  let- 
ter indicates  the  sound  of  that  letter.  ' 

Names  of  Sounds. — To  one  acquainted  with  the  char- 
acter of  the  sounds  of  our  language  and  with  the  diffi- 
culties in  teaching  them,  but  little  observation  is  needful 
to  discover  that  the  common  terms — long  sound,  short 
sound,  broad  sound,  flat,  ^harp,  open,  close,  shut,  Italian 
and  German  sounds,  used  as  names  of  sounds,  are  mean- 
ingless and  indefinite  to  the  learner.  These  terms  may 
serve  to  designate  classes  or  kinds  of  sounds,  but  they 
do  not  individualize  and  name  particular  sounds ;  nor 
do  they  definitely  indicate  the  character  of  any  sound  ; 
and  for  this  reason  they  are  of  little  or  no  use  in  teach- 
ing children  to  designate  sounds.  Simple  names  of 
sounds,  such  as  can  be  easily  learned  and  remembered, 
are  necessary  to  success  in  teaching  phonetics.  An  ex- 
perience with  thousands  of   children,  including  those 


32 


EAR  AND    VOICE    TRAINING. 


of  many  different  nationalities,  during  twenty-five 
years,  has  amply  demonstrated  the  practical  value  of 
naming  the  several  vowel  soimds  hy  numerals. 


THE 

A-SOUNDS  GROUPED. 

1st. 

2d. 

3d. 

4th. 

5th. 

6th. 

ale 

U 

arm 

all 

dir 

ask 

cake 

qU 

calm 

chalk 

cdre 

chance 

face 

f^n 

farm 

f6r 

fdre 

fast 

they 

thank 

hard 

hawk 

th^re 

task 

rein 

raft 

aunt 

fault 

th^ir 

mast 

gain 

glM 

guard 

Ge6rge 

chair 

glass 

gauge 

plaid 

park 

6ught 

pedr 

pass 

steak 

sS-nd 

laugh 

broad 

wh^re 

staff 

Why    and    How    to    Use  these  Grouped  Sounds. — 

WJiy. — For  teaching  the  names  of  the  several  sounds  of 
the  same  letter ;  also  for  teaching  which  sounds  are 
represented  by  other  letters,  and  what  letters  thus 
represent  the  sounds. 

How. — Write  on  the  blackboard  two  or  more  columns 
of  words,  each  column  representing  different  sounds, 
and  place  over  them  the  proper  numbers  to  name  the 
sounds ;  also  affix  the  diacj'itical  marks  to  the  letters. 
Then,  require  the  pupils  to  pronounce  distinctly  each 
word  in  a  column,  two  or  three  times,  until  they  notice 
that  each  word  contains  the  same  a-sound.  Proceed  in 
the  same  manner  with  the  next  column.  If  the  column 
containing  \\\q  first  sound  of  a  be  used,  the  pupils  may 
mention  the  letter  and  name  the  sound,  as  follows  : — 


VOWEL   SOUNDS. 


33 


A  in  ale  has  its  first  sound ;  A  in  cake  has  its  first 
sound ;  A  in  face  has  its  first  sound ;  B  in  they  has  the 
first  sound  oi  a  ;  ^  in  rein  has  the  first  sound  ot  a;  A 
in  gain  has  its  first  sound ;  A  in  gauge  has  its  first 
sound ;  A  in  5^e«^  has  its  first  sound. 

Proceed  in  a  similar  manner  with  each  column  of  the 
a-sounds — pronounce  each  word  distinctly ;  mention 
the  letter  and  name  the  sound. 

When  the  sound  is  represented  by  another  letter,  in 
the  word  named,  the  pupils  should  state  this  fact 
clearly,  as  : — 0  in  for  has  the  fourth  sound  oi  a\  0  in 
George  has  the  fourth  sound  of  a ;  0  in  ought  has  the 
fourth  sound  of  a ;  the  E  in  there,  the  E  in  their,  and 
the  E  in  where  have  the  fifth  sound  of  a. 

Eequire  the  pupils  to  observe  the  diacritical  marks 
for  the  asounds ;  to  utter  the  sounds  thus  indicated, 
and  to  copy  the  words  and  these  marks. 

When  the  pupils  have  learned  the  7iame  for  each  of 
the  a-sounds y  and  can  tell  which  letter  represents  the 
sotmd  in  a  given  word,  proceed  with  the  e-sounds. 


E-SOUNDS 

. 

I-SOUNDS 

• 

1st. 

2d. 

2d. 

1st. 

2d. 

1st. 

eve 

^nd 

^gg 

ice 

in 

aisle 

bee 

bSst 

bSnd 

bite 

bit 

buy 

niece 

any 

steps 

knife 

knit 

choir 

oblique 

said 

friend 

aye 

been 

guide 

pique 

says 

health 

eye 

sieve 

my 

police 

very 

bury 

type 

hymn 

price 

siege 

ygs 

then 

why 

women 

try 

34  EAR  AND    VOICE    TRAINING. 

Write  the  columns  of  words  in  these  exercises  on  the 
blackboard,  with  the  name-numhers  of  the  vowels,  and 
their  diacritical  marks.  Let  the  pupils  pronounce  the 
words  of  the  column,  and  distinguish,  name,  and  asso- 
ciate the  sounds  of  e  and  i,  in  a  manner  similar  to  that 
for  the  rt-sounds. 

The  e  in  eve  has  its  first  sound.  The  e  in  niece  has 
its  first  sound.  The  i  in  each  of  these  words — oUique, 
pique,  and  police — has  the  first  sound  of  e. 

The  e  in  end  has  its  second  sound.  The  a  in  any  has 
the  second  sound  of  e.  The  a  in  said  and  in  says  has  the 
second  sound  of  e.  The  e  in  egg  has  its  second  sound. 
The  u  in  hury  has  the  second  sound  of  e. 

After  the  columns  of  words  representing  I-sounds 
have  been  written  on  the  blackboard,  and  the  sounds  of 
/made  familiar  by  pronouncing  the  words,  the  pupils 
may  proceed  to  distinguish  and  name  the  sounds  of  i 
in  the  several  words,  as  was  done  with  the  sounds  of  e. 

The  i  in  ice  has  its  first  sound.  The  i  in  aisle  has  its 
first  sound.  The  ^  in  choir  has  its  first  sound.  The  y 
in  aye,  eye,  type,  lohy,  try,  huy,  my,  has  the  first  sound 
of  i.  The  i  in  in  lias  its  second  sound.  The  i  in  hnit 
has  its  second  sound.  The  e  in  heen  has  the  second 
sound  of  i.  The  y  in  hymyi  has  the  second  sound  of  i. 
The  0  in  immen  has  the  second  sound  of  i.  The  i  in 
sieve  has  its  second  sound. 

In  teaching  the  pupils  to  distinguish  and  name  these 
sounds,  the  words  may  be  taken  by  individual  pupils, 
successively,  and  in  the  order  of  their  arrangement  in 
the  columns. 


VOWEL   SOUNDS. 


35 


The  attention  of  the  pupils  should  be  directed  to  the 
diacritical  mark  for  each  vowel  sound  ;  and  they  should 
be  required  to  utter  the  sounds  indicated  by  these 
marks.  Let  them  also  copy  the  words  and  the  diacrit- 
ical marks  on  their  slates. 


THE  0-SOUNDS  GROUPED. 


1st. 

2d. 

3d. 

4th. 

4th. 

old 

5n 

ooze 

ofE* 

soft* 

bone 

box 

bo-ot 

broth 

lost 

cone 

c5t 

cool 

cost 

long 

four 

f5g 

fruit 

frost 

moss 

store 

8t5p 

SQUp 

song 

moth 

beau 

what 

whQ 

dog 

toss 

sew 

was 

grew 

log 

strong 

door 

yacht 

shge 

God 

wrong 

*  When  0  is  followed  by  ff,  ih,  st,  ss,  or  ng,  it  has  a  medium 
sound,  between  the  o  in  nSt  and  the  o  in  nought.  This  sound  of  o 
occurs,  also,  in  some  other  words,  as  gone,  dog,  God,  etc.  In  order 
that  pupils  may  learn  to  distinguish  this  medium  sound  of  o, 
several  of  this  class  of  words  have  been  grouped  together,  and  the 
sound  called  the  fourth  sound  of  o.  A  wrong  tendency  in  pro- 
nouncing these  words  is  to  give  o  the  sound  that  it  has  in  ought. 
It  is  customary  in  a  dictionary  to  mark  the  o  in  such  words  like 
the  0  in  not ;  and  yet  the  same  authority  tells  us  that "  To  give  the 
extreme  short  sound  of  o  in  not  to  such  words  is  affectation;  to 
give  them  the  full  broad  sound  as  in  nSught  is  vulgar."  To  avoid 
both  extremes  in  pronouncing  this  class  of  words,  a  fourth  group 
of  o-sounds  is  given  here.  [See  Webster's  Dictionary.  Principles 
ft  Pronunciation,  note  under  section  21.] 


36  EAR  AND    VOICE    TRAINING. 

Proceed  to  train  the  pupils  to  distinguish,  to  name, 
and  to  utter  the  sounds  of  0  in  a  manner  similar  to 
that  pursued  with  the  sounds  of  ^,  E,  and  /. 

The  0  in  each  of  the  words,  old,  lone,  cone,,  four,  store, 
door,  has  its  first  sound.  The  eau  in  heau,  and  the  ew 
in  sew  have  iYiQ  first  sound  of  o. 

N.  B. — Common  errors  are  heard  in  the  pronuncia- 
tion of  the  following  and  similar  words  ending  with  the 
r-sound,—four,  fore,  door,  floor,  more,  store,  etc. — The 
mistake  usually  consists  in  giving  to  the  o  in  each  of 
these  words  the  fourth  sound  of  a,  as  in /or,  nor,  ought, 
instead  of  giving  the  first  sound  of  o.  Teachers  should 
take  special  care  in  training  their  pupils  to  give  the 
correct  sound  of  o  in  four,  door,  store,  etc., — ivMch  is 
the  first  sound  of  o. 

The  0  in  the  words,  07i,  box,  cot,  fog,  stop,  has  its 
second  sound.  The  a  in  tvhat,  toas,  yacht,  has  the 
second  sound  of  o. 

The  00  in  ooze,  boot,  cool,  and  the  o  in  soup,  who,  shoe, 
have  the  third  sound  of  o.  The  u  in  fruit,  and  the  eto 
in  grew,  have  the  third  sound  of  o. 

The  0  in  the  words  of  each  column  marked  4th  repre- 
sent a  medium  sound  which  may  he  distinguished  be- 
tween the  0  in  on  and  the  o  in  nor.  By  pronouncing 
the  words  of  the  column,  this  sound  may  he  recognized. 
[See  Foot-note  on  page  35.] 


VOWEL   SOUNDS. 


37 


THE    U-SOUNDS    GROUPED. 

1st. 

2d. 

3d. 

4th. 

4th. 

cube 

cut 

could 

cur 

curl 

blue 

bun 

bot>k 

burn 

Urn 

dew- 

does 

cook 

iirge 

girl 

feud 

hush 

full 

v^rge 

g6rm 

view 

bomb 

fo"bt 

bird 

h6r 

sure 

son 

good 

work 

ntirse 

chew 

such 

puss 

church 

sir 

beauty 

tongue 

wool 

p6arl 

word 

The  exercises  for  distinguishing  the  sounds  of  u 
may  be  conducted  as  were  those  for  the  other  vowel 
sounds. 

The  sound  of  e,  of  i,  of  o,  and  of  u,  in  the  words  of 
the  last  two  columns — those  marked  4th — are  so  nearly 
the  same  that  for  the  elementary  phonic  instruction 
these  letters  practically  represent  the  same  sound,  and 
they  may  therefore  be  grouped  together  and  called  the 
fourth  sound  of  u.  This  sound  is  heard  also,  with  dif- 
ferent degrees  of  distinctness,  in  many  other  words,  as 
in  dollar,  sugar,  fern,  learn,  thirst,  whirl,  scourge, 
worm,  turn,  churn,  myrrh,  etc. 


PLAN  OF  THE  LESSONS. 

The  manner  of  grouping  the  several  sounds  of  letters 
having  been  learned  by  means  of  the  foregoing  exercises, 
it  will  now  be  readily  understood  that  the  principle  un- 
derlying the  plan  of  these  lessons  is  to  lead  the  pupils — 

First. — To  perceive  and  distinguish  the  sounds,  as  the 
words  are  pronounced — chief  attention  being  given  to 
the  vowel  sounds  represented. 

Second, — To  observe  the  letter  that  represents  the 
perceived  sound — attention  being  directed  to  the  sign 
of  the  represented  sound. 

Tliird. — To  observe  that  similar  sounds  are  compared 
in  different  words,  and  that  the  words  having  like 
sounds  are  arranged  in  groups  to  enable  the  pupils  to 
become  readily  familiar  with  the  sounds.  The  sound 
of  each  group  is  named  to  facilitate  remembering  it. 

Fourth, — The  name  given  to  a  sound  is  that  of  the 
letter  tohich  most  commonly  represents  it.  Hence,  when 
letters  representing  unusual  sounds,  as,  a  in  any,  said, 
says, — was,  what ;  e  in  they,  rei7i, — their,  lohere  ;  i  in 
pique,  police ;  e  in  leen  ;  eau  and  eio,  in  heau,  sew  ;  eio 
in  view ;  o  in  son,  homh,  tongue ;  oo  in  iook,  foot,  wool, 
they  are  not  classed  as  sounds  of  a,  e,  i,  o,  u,  etc.,  be- 
cause they  do  not  represent  sounds  of  their  own  alpha- 
betic name,  but  sounds  of  other  letters ;  therefore 
they  are  classed  and  named  in  accordance  with  the 


VOWEL   SOUNDS.  39 

sounds  of  the  other  letters  which  they  respectively 
represent,  as  may  be  seen  in  the  preceding  lessons.*  By 
this  means  the  number  of  sounds  named  for  each  letter 
is  reduced  to  its  smallest  limit,  and  the  labor  of  learning 
them  is  diminished  and  so  simplified  that  the  children, 
both  native  and  foreign  born,  in  the  primary  classes, 
learn  the  sounds  of  our  language  readily. 

N.  B. — The  teacher  should  carefully  re-examine  each 
of  the  preceding  lessons  in  the  light  of  the  plan  here 

stated. 

*  See  pages  31,  32. 


REVIEWING  VOWEL  SOUNDS. 

These  reviews  should  present  the  subjects  under  con- 
sideration in  such  a  manner  as  to  test  the  pupiFs  knowl- 
edge, and  lead  him  to  discover  and  to  correct  his 
mistakes,  and  also  to  give  him  a  firmer  grasp  of  the 
facts  learned.  Such  reviews  therefore  should  require 
careful  thought  on  the  part  of  the  pupil,  and  not  be 
made  a  memory  exercise — a  mere  recitation  of  language. 
The  facts  to  be  reviewed  must  be  the  same  as  the  facts 
learned,  but  their  arrangement  in  review  exercises,  and 
the  manner  of  presenting  them,  should  he  different  frorn 
those  used  in  the  first  lessons  for  learning  them. 

In  the  preceding  classified  groups  the  chief  vowel 
sounds  are  so  arranged  that  only  like  sounds  appear  in 
the  same  column.  For  reviewing  these  sounds  words 
may  be  written  on  the  blackboard,  so  arranged  that  a 
single  column  shall  contain  one  or  more  words  with 
each  sound  of  the  same  vowel,  somewhat  as  follows  : — 


A, 

E  and  L 

0. 

U. 

Oi  and  Ow, 

ball 

fSnce 

d611 

bud 

coin 

cart 

ship 

prQve 

tune 

boy 

f6rk 

tree 

toast 

pull 

cow 

bake 

time 

to"oth 

new 

our 

prey 

said 

frost 

criimb 

noise 

ma,n 

swim 

blow 

turn 

town 

stdir 

rye 

wash 

wolf 

royal 

path 

fatigue 

true 

due 

sound 

VOWEL   SOUNDS.  41 


Require  the  pupils  to  name  the  letter  and  to  utter  its 
sound  in  the  column,  as  in  previous  exercises — a  in  hall 
has  its  fourth  sound  ;  a  in  man  has  its  second  sound  ; 
0  mfork  has  the  fourth  sound  of  a  ;  e  in.  prey  has  the 
first  sound  of  a,  etc. 

The  teacher  may  say,  when  requesting  pupils  to  utter 
the  sound  of  a  letter  in  a  given  word,  What  is  the  sound 
of  a  in  cart  f  What  is  the  sound  of  e  in  prey  f  What 
is  the  sound  of  a  in  said?  What  is  the  sound  of  0  in 
prove?  What  is  the  sound  of  i  in  fatigue?  What 
is  the  sound  of  a  in  wash?  What  is  the  sound  of  u  in 
pull? 

The  pupils  should  answer  these  questions  by  uttering 
the  sound  of  the  given  letter. 

When  requesting  the  pupils  to  7iame  the  soutid  of  a 
given  letter  in  a  word,  the  teacher  may  say  : — 

1.  Wliich  sound  has  a  in  hall?  2.  Which  sound  has 
a  in  stair?  3.  Which  sound  has  0  in  forlc?  4.  W^hich 
sound  has  y  in  rye  ?  5.  W^hich  sound  has  u  in  true  ? 
6.   Wliich  sound  has  u  in  turn  ?  etc. 

The  pupils  should  answer  these  questions  by  naming 
the  sounds,  as  : — 

1.  Fourth  sound  of  a.  2.  Fifth  sound  of  a.  3. 
Fourth  sound  of  a.  4.  First  sound  of  i.  5.  Third 
sound  of  0.     6.  Fourth  sound  of  w,  etc. 


REVIEWING  DIACRITICAL  MARKS. 

IiS"  order  that  the  pupils  may  acquire  facility  in  utter- 
ing the  vowel  sounds  indicated  by  the  different  diacrit- 
ical marks,  and  become  able  to  recognize  the  sound  of 
any  marked  letter,  request  them  to  pronounce  the  fol- 
lowing syllables,  first  from  left  to  right,  repeating  the 
same  sound,  as — Jcdy  Id,  td  ;  then  to  pronounce  a  column 
downward,  as — hd,  ha,  hd,  ha,  hd,  ha,  etc.  Proceed  in 
a  similar  manner  through  each  of  the  following  groups 
of  vowel  sounds : — 


A, 

E. 

ka 

la 

ta 

ke 

le 

te 

k^ 

m 

t& 

kg 

U 

t6 

ka 

la 

ta 

ke 

le 

te 

ka 

la 

ta 

kg 

16 

ti 

kd 

Id 

td 

/. 

ka 

la 

ta 

ki 

li 

ti 

ki 

li 

ti 

0. 

ki 

li 

ti 

ko 

16 

to 

ki 

li 

ti 

kd 

15 

t6 

U. 

ko 

IQ 

tol) 

kti 

lu 

tu 

k6 

16 

t6 

ku 

Id. 

tu 

ko1) 

lol) 

tol) 

ku 

lu 

tu 

ko 

16 

to 

ku 

lu 

tu 

ko 

16 

to 

kA 

\t 

iii 

VOWEL   SOUNDS. 


43 


Pronounce  as  Marked. — The  following  words  may  be 
written  on  the  blackboard,  with  the  diacritical  marks, 
and  the  pupils  required  to  pronounce  them  as  indicated 
by  the  marks.  The  pupils  may  also  copy  the  words  and 
mark  them. 

As  a  subsequent  review  in  the  use  of  the  diacritical 
marks  the  teacher  may  pronounce  the  words,  and  the 
pupils  write  them  and  mark  them  according  to  the  pro- 
nunciation. The  following  list  of  words,  containing 
different  sounds,  will  indicate  words  that  might  be  used 
for  this  purpose  : — 


bake 

eight 

lake 

pause 

iise 

beat 

east 

lamb 

people 

Urge 

broad 

lie 

piece 

bowl 

fame 

15ck 

pull 

veil 

buzz 

fail 

lo1)k 

verge 

brown 

fern 

rdre 

voice 

fume 

mate 

route 

chdir 

fun 

mat 

weigh 

chip 

found 

maul 

sight 

what 

ch6p 

myrrh 

shirk 

whirl 

core 

guide 

mgve 

sdbn 

whole 

c6ugh 

gu^ss 

scotlrge 

word 

come 

gauze 

naught 
noise 

should 
sow 

wound 

daunt 

halve 

no1)k 

yield 

dawn 

heart 

truth 

you 

dish 

h^ir 

ounce 

ton 

yoling 

does 

hurt 

ooze 

tower 

44  e:ar  and  voice  training. 

By  a  proper  use  of  the  foregoing  exercises  the  pupils 
will  be  able  to  name  and  io  make  the  sound  of  the  vowels 
in  a  word,  on  hearing  the  word  correctly  pronounced. 
And  by  proper  attention  to  ilie  diacritical  marlcs,  the 
pupils  will  be  able  to  ascertain  and  to  utter  the  sound 
of  any  vowel  that  is  correctly  marked ;  and  also  to  place 
the  proper  diacritical  marks  so  as  to  indicate  the  vowel 
sounds.  All  of  the  exercises  herein  described  need  not 
be  attempted  in  primary  classes  ;  many  of  them  should 
be  used  in  grammar-school  classes. 


CONSONANT  SOUNDS  GROUPED. 

KAMES,    DIACRITICAL   MARKS,    A^STD   SILENT   LETTERS. 

Having  already  given  attention  to  the  chief  vocal 
sounds  in  words,  and  observed  the  diacritical  marks 
used  to  indicate  their  different  sounds,  the  pupils  are 
now  prepared  to  give  attention  to  the  diacritical  marks 
used  for  the  consonant  sounds. 

In  arranging  the  words  containing  the  different  con- 
sonant sounds  in  groups,  so  as  to  make  certain  that  the 
sounds  shall  be  clearly  perceived  by  the  pupils,  selec- 
tions of  words  have  been  made,  as  far  as  practicable, 
with  the  letter  representing  the  given  sound  at  the  be- 
ginning, and  of  other  words  with  the  letter  at  the  end, 
as,  Make,  room  ;  /ace,  hal/. 

It  is  very  important  that  pupils  be  trained  to  distin- 
guish letters  the  sounds  of  which  are  uttered  with 
hreath  only  from  those  that  are  uttered  with  voice.  In 
order  to  facilitate  such  training,  the  letters  having 
hreath-sounds,  and  those  having  voice-sounds,  are 
grouped  in  separate  columns.  These  letters,  represent- 
ing breath  and  voice  sounds,  are  arranged  in  pairs  to 
enable  the  pupils  to  observe  more  readily  the  position 
of  the  vocal  organs  when  uttering  the  sounds  of  given 
letters  ;  also  that  they  may  notice  when  the  vocal  organs 
remain   in  the   same  position  for  both  sounds  of  the 


46  EAR  AND    VOICE    TRAINING. 

pair,  and  tliat  the  difference  between  the  sounds  is  in 
the  use  of  voice  for  one  sound,  and  the  use  of  hreath  for 
the  other. 

As  a  method  of  training  the  pupils  to  distinguish  the 
several  consonant  sounds  readily,  and  to  make  them 
familiar  with  the  diacritical  marks  used  to  indicate 
these  sounds,  the  teacher  may  lurite  ike  pairs  of  tvords 
oil  tJie  Uachhoardy  in  columns,  using  the  diacritical 
marks,  including  a  mark  to  indicate  the  silent  letters, 
thus — fac\  veil,  oXts,  ni^t — and 

First. — Eequire  the  pupils  to  pronounce  the  words  in 
the  two  columns  alternately,  making  the  sounds  of  the 
given  letters  distinctly,  as  :— /ace,  vq\\  ;  /ine,  vine ; 
/old,  vote ;  loa/  rove ;  shea/,  eve ;  tough,  o/. 

Second. — Require  the  pupils  to  utter  the  sounds  of 
each  given  letter  in  the  pair,  alternately,  thus  : — 

f,  v;    fy  v;    f,  vj    /,  v;    /,  v;    /,  v. 

Third. — Request  the  pupils  to  utter  the  same  sound 
in  each  word  of  the  column ;  then  to  utter  the  other 
sound  of  the  pair  in  each  word  of  the  other  column,  as  : — 

f>  f>  fy  /'  fy  /;     ^^   '^y   '^y   '^y   ^y  ^• 

Fourth. — Request  the  pupils  to  utlcr  the  several 
sounds  of  given  words,  then  to  name  each  soimd  and 
each  silent  letter,  thus  :  f-d-c,  face ;  the  /  has  the 
f'S0U7id ;  a  has  its  first  sound  ;  c  has  the  s-sound;  the 
e  is  silent.  L-o-f,  loaf ;  the  I  has  the  l-sonnd ;  o  has 
its  first  sound  ;  the  a  is  silent ;  /has  the  f-soiind. 


CONSONANT  SOUNDS. 


47 


Sh-e-f,  sheaf;  sli  has  the  sh-sound;  e  has  its  first 
sound  ;  the  a  is  silent ;  /  has  the  /-sound. 

T-u-f,  tough ;  t  has  the  t-sound;  the  o  is  silent;  w 
has  its  second  sound  ;  gh  has  the  f-sound.  Proceed  in 
a  similar  way  with  the  several  words  of  each  column. 

Finally,  request  the  pupils  to  write  the  words  of  each 
column,  and  to  affix  the  proper  diacritical  marks.  These 
exercises,  with  subsequent  reviews,  will  give  pupils  a 
practical  knowledge  of  the  several  sounds  of  letters,  the 
marks  that  indicate  them,  and  spelling  of  words. 

BREATH  AND  VOICE  SOUNDS. 


F  and  V. 

S  and  Z. 

M  and  N. 

face. 

veil. 

stone. 

zone. 

make. 

name. 

fine. 

vine. 

seal. 

zeal. 

mild. 

mgJit 

fold. 

vote. 

SQ?<p. 

ooze. 

moist. 

noi§e. 

loaf. 

rove. 

oats. 

nose. 

arm. 

yarn. 

she«f. 

eve. 

sin^e. 

sTce. 

rgom. 

noon. 

tough. 

5f. 

wasp. 

was. 

time. 

nine. 

The  four  steps  described  above  for  the  sounds  of  F 
and  V  may  be  taken  with  those  oi  S  and  Z  and  M  and 
N.  The  following  statements  relative  to  several  words 
in  the  above  columns  will  indicate  the  manner  of  pro- 
ceeding with  the  sounds  in  the  other  words  of  the 
groups — utter  the  sounds,  then  name  each : — 

Y-d-l,  veil ;  the  v  has  the  v-sound ;  the  e  has  the 
first  sound  of  a  ;  the  i  is  silent ;  the  I  has  the  l-sound. 

0-v,  of;  the  o  has  its  second  sound ;  the  /  has  the 
V'SOund. 

0-t-s,  oats  ;  the  o  has  its  first  sound ;  the  a  is  silent ; 
the  t  has  the  t-sound;  the  s  has  the  s-sound. 


48  EAR  AND    VOICE    TRAINING. 

N.  B. — When  the  pupils  have  become  familiar  with 
the  names  of  the  several  consonant  sounds,  the  term, 
its  own  sound y  may  be  used  in  place  of  naming  the 
sound,  wlien  the  letter  represents  its  own  soimd,  as  : — 

S4-n-s,  since ;  s  has  its  own  sound ;  i  has  its  second 
sound  ;  7i  has  its  own  sound  ;  c  has  the  s-sound ;  e  is 
silent. 

O-z,  ooze ;  o  has  its  third  sound  ;  the  second  o  is 
silent  [or  double  oo*  has  the  third  sound  oto^\z  has  its 
own  sound ;  e  is  silent. 

S-l-Zy  sice  ;  s  has  its  own  sound  ;  «  has  its  first  sound ; 
c  has  the  z-sound  ;  e  is  silent. 

W-a-z,  was  j  w  has  its  own  sound ;  a  has  the  second 
sound  of  o;  s  has  the  z-sound. 

The  w-sound  and  the  y-sound  are  very  short  and  not 
easily  uttered  alone.  It  is  therefore  well  to  join  these 
sounds  with  the  vowel  sound  following,  when  sounding 
words  like  wasp,  was,  wet,  wisli,  yarn,  yard,  yet,  yes, 
etc.,  as  :  WQ-s-p,  was,  loi-sh,  ye-t,  yd-r-n,  etc. 

M-oi-s-t,  moist ;  m  has  its  own  sound  ;  oi  are  sounded 
together,  and  have  the  oi-sound ;  s  has  its  own  sound  ; 
t  has  its  own  sound. 

N-l-t,  night ;  n  has  its  own  sound ;  i  has  its  first 
sound  ;  gh  are  silent ;  t  has  its  own  sound. 

N-g-n,  noon  ;  n  has  its  own  sound  ;  the  first  o  has  its 
third  sound ;  the  second  o  is  silent ;  *  n  has  its  own 
sound. 

*  It  is  usually  found  that  pupils  learn  more  readily  when  taught 
to  let  one  of  the  double  letters  represent  the  sound,  and  to  call  the 
other  one  silent,  in  such  words  as  moon,  school,  room,  hall,  muff, 
etc.,  when  describing  the  sounds;  but  if  preferred  the  pupils  nmy 
say,  the  double  o  has  the ,  naming  the  sound,  etc. 


CONSONANT  SOUNDS. 


49 


N.  B. — It  should  be  noticed  that  the  m-sound  and 
the  n-sound  are  both  voice  sounds. 


BREATH  AND  VOICE  SOUNDS. 


P  and  B, 

T  a7id  D. 

K  and  G, 

plate. 

bake. 

tedr. 

ddre. 

kick.          gig. 

plow. 

bou^Zt. 

tick. 

did. 

kdg.           get. 

point. 

boy. 

to«st. 

old. 

coal.           go. 

cap. 

cab. 

tOS5. 

dog. 

ache.          gate. 

lip. 

rib. 

trust. 

does. 

ask.            gasp 

pup. 

tiib. 

wrote. 

told. 

wick.         fig. 

The  four  steps  taken  with  the  previous  groups  of  con- 
sonant sounds  may  be  continued  with  the  above  groups. 
The  descriptions  of  the  several  sounds  in  the  words  may 
be  changed,  if  the  teacher  prefers  the  following  : — 

F  in  plow  has  its  own  sound  ;  the  oiv  are  sounded 
together,  and  have  the  oiv-sound. 

B  in  lough  has  its  own  sound ;  the  ou  are  sounded 
together  and  have  the  ow-sound;  gh  are  silent. 

The  5  in  hoy  has  its  own  sound  ;  the  oy  are  sounded 
together  and  have  the  oi-sound. 

The  c  in  cap  has  the  h-sound ;  the  a  has  its  second 
sound  ;  the  p  has  its  own  sound. 

The  d  in  dare  has  its  own  sound  ;  the  a  has  its  fifth 
sound  ;  the  r  has  its  own  sound ;  the  e  is  silent. 

The  t  in  toss  has  its  own  sound ;  the  o  has  its 
fourth  sound  ;  the  first  s  has  its  own  sound  ;  the  last  s 
is  silent. 

The  d  in  dog  has  its  own  sound  ;  the  o  has  its  fourth 
sound  ;  the  g  has  its  own  sound. 


so 


EAR  AND    VOICE    TRAINING. 


The  d  in  does  has  its  own  sound ;  the  o  has  the  second 
sound  of  u  ;  the  8  has  the  z-sound;  the  e  is  silent. 

In  wrote,  the  z^  is  silent ;  the  7'  has  its  own  sound  ; 
the  0  has  its  first  sound  ;  the  t  has  its  own  sound  ;  the 
e  is  silent. 

The  a  in  ache  has  its  first  sound  ;  the  ch  has  the 
k-sound  ;  the  e  is  silent ;  (or  the  c  has  the  h-sound;  the 
7i  and  e  are  silent). 

The  a  in  a^^  has  its  sixth  sound ;  the  s  has  its  own 
sound  ;  the  k  has  its  own  sound. 

The  sounds  of  the  other  words  may  be  described  in  a 
similar  manner. 

BREATH  AND  VOICE  SOUNDS. 


Th  and  TIi. 

Sh  and  ZIi. 

Ch  and  Wh. 

that.        thank. 

shade,    aziire. 

chart,    what. 

this.         thin. 

sheep.     se*ziire. 

chip.      whip. 

^ough.    thdugJit 

chaise,   glazier. 

cheese.   whe«t. 

bath^.     bath. 

bush,      m^amve. 

chiirch.  whSn. 

scythe,     myth. 

sure.       ost6r. 

bSnch.    wh^re. 

with.        truth. 

wish.      leisAre, 

p6rch.    why. 

Th-o,  though;  th  has  its  voice-sound;  o  has  its  first 
sound  ;  iigh  are  silent. 

Th-6-ty  thought;  th  has  its  hreath-sound ;  o  has  the 
fourth  sound  of  « ;  ^  has  its  own  sound ;  ugh  are 
silent. 

B-d-th,  bathe ;  h  has  its  own  sound ;  a  has  its  first 
sound  ;  th  has  its  voice-sound  ;  e  is  silent. 

M-y-th,  myth  ;  m  has  its  own  sound  ;  y  has  the  second 
sound  of  i ;  th  has  its  breath-sound. 


CONSONANT  SOUNDS.  51 

S-y-tfi,  scythe ;  s  has  its  own  sound ;  c  is  silent ;  y 
has  the  first  sound  of  i;  th  has  its  voice-somid  j  e  is 
silent. 

S-e-zh-u-r,  seizure;  s  has  its  own  sound  ;  e  has  its 
first  sound ;  i  is  silent ;  z  has  the  zh-sound ;  u  has  its 
fourth  sound  ;  r  has  its  own  sound  ;  e  is  silent.  [The 
ur  may  be  sounded  together  like  ur  in  lurn,  if  this 
mode  is  preferred.] 

Ch-d-z,  chaise;  ch  has  the  sh-sound ;  a  has  its  first 
sound ;  i  is  silent ;  s  has  the  z-sound  ;  e  is  silent. 

Sh-u-Vy  sure;  s  has  the  sh-sound;  u  has  its  first 
sound  ;  r  has  its  own  sound ;  e  is  silent. 

Ch-d-r-t,  chart ;  ch  has  its  own  sound ;  a  has  its 
third  sound  ;  r  has  its  own  sound  ;  t  has  its  own  sound. 

Wh-a4y  ivhat ;  tvh  has  its  own  sound;  a  has  the 
second  sound  of  0;  t  has  its  own  sound. 

Ch-l-z,  cheese ;  ch  has  its  own  sound  ;  e  has  its  first 
sound ;  s  has  the  z-sound ;  the  second  and  last  e's  are 
silent. 

Ch-ur-chy  church  ;  ch  has  its  own  sound  ;  ur  sounded 
together  have  the  fourth  sound  of  u\  ch  has  its  own 
sound. 

B-e-n-chy  tench ;  h  has  its  own  sound ;  e  has  its 
second  sound ;  n  has  its  own  sound ;  ch  has  its  own 
sound. 

Wh-y,  why ;  wh  has  its  own  sound ;  y  has  the  first 
sound  of  u 


52 


EAR  AND    VOICE    TRAINING. 


H-SOUND. 

The  sound  of  h  resembles  that  of  a  panting  dog. 
This  sound  is  heard  when  the  following  words  are 
distinctly  pronounced  : — hay,  hat,  hear,  hen,  high,  hill, 
hold,  hot,  hoop,  hue,  hut,  hurt. 


VOICE 

SOUNDS. 

L  and  R. 

Ng  i 

and  J. 

W  and  K 

lad.              rat. 

song. 

joy- 

wall. 

yawl. 

like.             ride. 

trunk. 

jump. 

wCak. 

yield. 

loan.            roll. 

young. 

judge. 

was. 

yacht. 

boil.             roil. 

string. 

gin. 

wSt. 

y^t. 

bowl.            roar. 

length. 

ggni. 

wore. 

yoke. 

veal.            near. 

think. 

bridge. 

wiir. 

yarn. 

L  in  loan  has  its  own  sound  ;  o  has  its  first  sound  ;  a 
is  silent ;  n  has  its  own  sound. 

B  in  howl  has  its  own  sound ;  o  has  its  first  sound  ; 
IV  is  silent ;  I  has  its  own  sound. 

E  in  roar  has  its  own  sound  ;  o  has  its  first  sound  ;  a 
is  silent ;  r  has  its  own  sound. 

S  in  S07ig  has  its  own  sound  ;  o  has  its  fourth  sound  ; 
7ig  has  its  own  sound. 

Y  in  young  has  its  own  sound ;  o  is  silent ;  u  has  its 
second  sound  ;  ng  has  its  own  sound. 

S  in  sting  has  its  own  sound ;  t  has  its  own  sound ; 
r  has  its  own  sound  ;  i  has  its  second  sound ;  7ig  has  its 
own  sound. 


CONSONANT  SOUNDS.  53 


/  vo^  judge  has  its  own  sound  ;  u  has  its  second  sound  ; 
d  is  silent ;  g  has  the  j -sound  ;  e  is  silent. 

G  in  gem  has  the  j-sotmd ;  e  has  its  second  sound  ;  m 
has  its  own  sound. 

B  in  bridge  has  its  own  sound  ;  r  has  its  own  sound ; 
i  has  its  second  sound  ;  d  is  silent ;  g  has  the  j -sound  ; 
e  is  silent. 

W  in  wall  has  its  own  sound  ;  a  has  its  fourth  sound  ; 
I  has  its  own  sound ;  the  last  I  is  silent. 

Y  in  yaivl  has  its  own  sound ;  a  has  its  fourth 
sound  ;  w  is  silent ;  I  has  its  own  sound. 

Y  in  yacht  has  its  own  sound ;  a  has  the  second  sound 
of  0  ;  ch  is  silent ;  ^  has  its  own  sound. 

The  sounds  of  the  other  words  in  these  groups  may- 
be described  in  a  similar  manner. 

N.  B. — The  chief  purpose  in  describing  the  sounds 
of  the  several  letters  in  the  words  is  to  train  the  pupils 
to  distinguish  the  different  sounds  readily.  When  this 
end  has  been  accomplished,  the  descriptioyi  should  he 
discontinued.  Afterwards  the  sounds  of  one  or  two 
letters  only,  in  the  given  word,  need  be  described. 


SPECIALLY   FOR  TEACHERS. 

In  tlie  foregoing  exercises  directions  have  been  given 
for  thorough  instruction  in  methods  of  learning  each 
of  the  forty-five  sounds  of  our  language.  Those  pupils 
who  have  been  taught  in  accordance  with  these  direc- 
tions must  be  able  not  only  to  distinguish  all  of  these 
sounds,  but  also  able  to  determine  what  letters  repre- 
sent each  sound  heard  in  any  word  that  is  properly 
pronounced. 

The  descriptions  of  sounds  form  a  part  of  the  methods 
of  training  the  pupils  to  distingidsh  the  sounds  readily, 
but  they  are  not  to  he  regarded  as  an  end  in  the  teach- 
ing, nor  as  something  to  be  memorized  and  recited. 
Whenever  the  purpose  of  these  descriptions  has  been 
reached  the  descriptions  should  he  discontinued,  except 
for  occasional  tests  with  new  words. 

SOUNDS  USED  IN  TEACHING  BEADING. 

From  this  time  on  the  exercises  in  elementary  sounds 
should  be  made  a  part  of  the  teaching  of  new  reading 
lessons  ;  not  as  lessons  in  sounds,  but  as  aids  to  pronun- 
ciation and  distinctness  of  enunciation;  and  such  aids 
should  be  used  while  the  books  are  open,  and  the  new 
reading  lesson  is  being  learned. 

The  directions  given  in  the  preceding  pages  are  not 


SPECIALLY  FOR    TEACHERS.  55 

intended  as  a  course  to  be  followed  in  all  cases  literally 
and  in  detail,  by  the  teacher ;  but  these  directions  are 
to  be  treated  by  intelligent  teachers  as  groups  of  sug- 
gestions to  aid  them,  through  a  variety  of  ways  of  pre- 
senting the  subject,  so  that  they  may  be  able  to  meet 
all  the  conditions  and  needs  of  their  pupils  in  matters 
of  phonic  instruction. 

In  some  cases  the  use  of  all  the  methods  herein 
suggested  may  be  needed  to  secure  the  desired  results 
in  phonic  training ;  while  in  other  cases  only  those 
exercises  that  may  be  necessary  to  overcome  particular 
defects  in  speech,  and  to  secure  a  proper  facility  of 
utterance,  need  be  presented.  It  is  expected  that 
teachers  will  use  due  discretion  in  these  matters. 
When  they  have  become  as  familiar  with  the  subject  of 
vocal  phonics  as  careful  attention  to  the  exercises  con- 
tained in  the  preceding  pages  will  make  them,  they 
can  readily  meet  the  needs  of  their  pupils  in  matters 
where  the  elementary  sounds  of  our  language  may  be 
used  for  correcting  errors  in  pronunciation. 

The  following  suggestions  will  indicate  some  of  the 
ways  in  which  the  sounds  may  be  used  as  an  aid  in 
teaching  reading.  In  order  to  bring  the  knowledge  of 
sounds  already  acquired  by  the  pupils  into  more  prac- 
tical relations  to  reading  and  spelling,  the  exercise  here 
mentioned  should  be  conducted  while  the  pupils  have 
their  books  open  ;  and  they  should  be  required  to  ex- 
amine the  words  of  one  paragraph  after  another  to  find 
the  given  sounds,  or  to  find  that  to  which  their  atten- 
tion is  specially  directed. 

The  pupils  using  a  First  Header  might  be   taught 


56  EAR  AND    VOICE    TRAINING, 


to  find  words  in  which  the  a  sounds  like  a  in  cake ; 
then  to  find  words  in  which  a  sounds  like  a  in  cat; 
then  to  find  words  in  which  a  sounds  like  a  in  ball,  etc. 
[See  ^^  Comparing  Sounds,"  page  12-15.] 

Proceed  in  a  similar  manner  in  leading  the  pupils  to 
find  the  sounds  of  other  letters,  as  :  words  in  which  e 
somids  like  e  in  me  ;  or  words  in  which  e  sounds  like  e 
in  ten ;  or  words  in  which  i  sounds  like  i  in  kite;  or 
like  i  in  pin;  or  words  in  which  0  sounds  like  0  in  no  ; 
or  like  0  in  not ;  or  like  0  in  do ;  or  words  in  which  u 
sounds  like  u  in  use;  or  like  u  in  up;  or  like  u  in  full. 

In  a  similar  manner  they  may  be  led  to  find  words  in 
which  c  has  the  k-sound ;  or  words  in  which  s  has  the 
z-sound.     They  may  also  be  led  to  find  silent  letters. 

The  pupils,  while  reading  in  a  First  Header,  may  be 
requested  to  find  words  in  which  a,  or  e,  or  i,  or  0,  or 
u,  has  its  first  sound  ;  also  to  find  words  in  which  a,  or 
e,  or  i,  or  0,  or  u,  has  its  second  sound.  They  may  be 
requested,  also,  to  find  words  in  which  c  has  the 
5-sound  ;  and  words  in  which  the  y  has  an  /-sound. 

When  a  word  is  mispronounced,  it  may  be  written  on 
the  blackboard,  the  pupils  required  to  spell  it  by  sight ; 
then  to  utter  the  sound  of  each  letter  singly  and  to 
pronounce  the  word  correctly. 

As  the  pupils  become  able  to  read  in  a  Second  Reader 
their  attention  may  be  called  to  other  distinctions  in 
the  sounds  of  words,  as  :  to  find  words  in  which  th  has 


SPECIALLY  FOR    TEACHERS.  57 

its  hreatli-sound  ;  to  find  words  in  which  th  has  its  voice- 
sound  ;  to  find  words  in  which  the  ch-sound  is  heard ; 
and  words  in  which  the  wh-sound  is  heard;  also  to 
find  the  silent  letters  in  words. 

As  the  pupils  make  further  progress  in  reading,  and 
in  their  knowledge  of  sounds,  they  should  be  required 
to  find  words  in  their  reading  lessons  in  which  the 
sound  of  a  given  letter  is  represented  by  another  letter, 
as,  i\)LQ  first  sound  of  a,  or  thefourtJi  sound  of  a,  or  the 
second  sound  of  e,  etc.,  in  words  like  the  following : 
They,  eight,  veil,  n6r,  form,  €6rn,  said,  says,  th^re, 
wh^re,  what,  was,  any,  her,  learn,  girl,  first,  work, 
word,  pique,  police,  marine,  physique,  eome,  done, 
rough,  none,  wolf,  would,  etc. 

When  the  pupils  can  distinguish  the  sounds  repre- 
sented by  diacritical  marks,  the  teacher  may  write  on 
the  blackboard  words,  the  pronunciation  of  which  the 
children  can  not  readily  give,  place  the  proper  diacrit- 
ical marks  on  the  letters,  require  the  pupils  to  utter  the 
sounds  and  pronounce  the  words,  then  to  spell  them  by 
naming  all  the  letters  of  the  word  and  stating  which 
letters  are  silent.  In  this  manner  teach  the  correct 
pronunciation  of  all  difficult  words  so  thoroughly  that 
pupils  will  not  continue  to  pronounce  the  same  words 
incorrectly. 

The  teacher  may  devise  many  other  exercises  for  using 
the  sounds  to  aid  the  pupils  in  learning  to  read. 


SOUNDS  USED  IN  TEACHING  SPELLING 

Al^D  THE  MEANING   OF  WOKDS. 

The  arrangement  of  words  in  the  following  groups, 
shows  several  instances  in  which  the  same  sound  is 
represented  by  different  letters ;  and  within  these 
groups  are  also  shown  pairs  of  words  that  are  pro- 
nounced alike,  while  the  words  are  spelled  differently, 
and  also  have  different  meanings.  These  groups  of 
words  will  greatly  assist  teachers  in  giving  instruction 
in  spelling,  and  in  the  meaning  and  use  of  words,  by 
the  aid  of  sounds ;  and  they  will  also  help  the  pupils 
in  learning,  and  in  remembering  the  spelling  and  the 
meaning  of  the  words  thus  associated.  It  is  expected 
that  teachers  will  make  other  groups  of  words  in  which 
the  sounds  will  aid  in  teaching  spelling  and  the  use  of 
words. 

For  teaching  the  spelling  and  the  meaning  of  the 
pairs  of  words  in  the  following  groups,  proceed  some- 
what as  follows : 

First. — "Write  a  pair  of  words  on  the  blackboard,  with 
the  proper  diacritical  marks,  and  let  the  c\di^^ pronounce 
the  words  as  indicated  by  the  marks.  Then  request  pu- 
pils, singly,  to  spell  each  word  hy  sight ;  then  let  one 
pupil  at  a  time  stand  with  back  toward  the  words  and 
spell  the  word  by  memory  from  sight. 


SOUNDS  USED  IN  TEACHING  S>^1li:Vg\      $9 

—^—  =: 1 — — 1 T — r"7-^ ^ —. 

Second. — Illustrate  the  meaning  of  eac}l^w^l'<l,' and 
use  it.  Then  give  the  meaning  of  one  of  the  words 
and  require  pupils  to  spell  that  word. 

Third. — Erase  the  words  from  the  blackboard  and 
request  the  pupils  to  write  them  from  memory ;  then 
test  them  as  to  the  meaning  of  the  words. 

Fourth. — The  words  having  been  erased  from  both 
blackboard  and  slate,  the  teacher  may  utter  the  sounds 
of  a  word,  as  d  t,  and  request  pupils  to  spell  the  word 
thus  sounded  in  its  different  ways,  and  to  tell  what  the 
word  means  in  each  of  its  forms  of  spelling,  as,  ate  ; 
eight.  In  the  same  manner  the  teacher  may  utter  the 
sounds^o  a  n,  and  the  pupils  spell  the  two  words,  pane 
and  pain,  and  tell  the  meaning  of  each. 

Proceed  in  a  similar  way  with  each  pair  of  words. 

The  spelling  and  meaning  of  these  pairs  of  words 
having  been  learned  as  above  described,  in  subsequent 
lessons  the  teacher  may  utter  the  sounds  of  a  pair  of 
words,  as  n  a,  and  require  the  pupils  to  spell  the  word 
sounded  in  its  different  ways,  and  to  state  the  meaning 
of  the  word  in  each  form  of  spelling,  as,  nay ;  neigh. 
The  spelling  in  these  exercises  may  be  oral  or 
written. 

Fresh  interest  may  be  added  to  the  review  exercise 
if  the  teacher  will  call  upon  pupils  to  select  and  to 
utter  the  sounds  of  a  pair  of  words,  and  the  other 
pupils  to  spell  each  word  of  the  pair  thus  sounded,  and 
to  tell  the  meaning. 


6o  EAR  AND    VOICE    TRAINING. 

The  teacher  should  make  use  of  the  several  groups 
of  words  in  the  following  pages,  training  the  pupils 
in  distinguishing  differences  in  sounds,  and  in  the 
ability  to  pronounce  words  with  distinctness  of  enun- 
ciation. 


SOUNDS   USED  IN  TEACHING   SPELLING.      6 1 


WOKDS  CONTAINING  THE  SOUNDS  OF  A. 

FIRST  SOUND  OF  A. 


gate 
gait 


bail 

ba^^ 
hey 

made 
maid 

male 
mail 

plane 
plain 

paste 
pa9ed 

staid 
stayed 

way 

weigh 


brake 

faint 

break 

feint 

bay§ 
baize 

fain 
feiyn 

mane 
mam 

nay 
neigh 

maze 

nave 

maize 

^nave 

pray 
prey 

phra§e 
fray§ 

plate 
plait 

rain 
rein 

strait 
straiyAt 

ray§ 
rai§e 

waste 

wave 

waist 

waive 

gmge 

grate 
great 

hale 
hail 

sale 
sail 


sleiyA 

vale 
veil 

vain 
vein 
vane 


62 


EAR  AND    VOICE    TRAINING. 


SECOND  SOUND  OF  A. 

M.ze 

bade 

dram 
drachm 

jam 

jam* 

n&p 

lacks 

rS-p 
wrkp 

tax 

tacks 

THIRD  SOUND  OP  A. 

are 
ark 

a?m§ 

ba?in 

mhe 

hart 

chart 

dawnt 

pssilm 

heart 

Imgh  (f ) 

hearth 

€a?m 

FOURTH  SOUND  OF  A. 

aU 

mgJii 
6ug7it 

€law§e 

nsLught 
ndught 

bald 
ba/ded 

baU 
bawl 

halZ 
hawl 

waU 

FIFTH  SOUND  OF  A. 

Ux 

stare 

h^/r 

bedr 

hdre 

th^^r 

sta/r 

bdre 

Mir 

th^re 

^xe 

ware 

^'er 

wear 

SIXTH  SOUND  OF  A. 

east 

€ask 

draft 

past 

easte 

easquc 

drai 

ight 

I 

)assed 

SOUNDS  USED  IN  TEACHING  SPELLING.      63 


WORDS  CONTAINING  THE  SOUNDS   OF  E. 
FIRST  SOUND  OF  E. 


9ede 
seed 

freeze 
frieze 

leave 
heve 

peer 
pier 

deer 
dear 

heel 
heal 

leaf 
Uef 

peel 
peal 

feet 
feat 

neal 

leek 
leak 

peak 
pique 

flee 
flea 

least 
leased 

meet 
meat 

peace 
piece 

reek 
wreak 

see 
sea 

steel 
steal 

sees 
sieze 

sheer 
shear 

teem 
team 

tear 
tier 

SECOND  SOUND  OF  B. 


brgd 
brSad 


sSll 

bSrry 
bury 


9Siit 
sSnt 


rgd 
rSad 


64 


EAR  AND    VOICE    TRAINING. 


WOKDS  CONTAINING  THE  SOUNDS  OF  1. 
FIRST  SOUND  OF  I. 


by 

bwy 

€hoir 
quire 

find 
fined 

lie 

ly^ 

lyre 
liar 

rye 
wry 

ri^At 
rite 

write 
wri^^t 

size 
si^^§ 

sli^At 
slei^A^ 

Bide 

sighed 

slghi 
site 

sign 
sine 

time 
tAyme 

tide 
tied 

SECOND  SOUND  OF  I. 


bin 
been 

bwild 
biUed 

9ygn6t 
signet 

gilt 
guVit 

gild 
gwild 

him 

hym/i 

kiU 
V\ln 

links 
lynx 

mist 
missed 

ring 
wring 

SOUNDS  USED  IN  TEACHING   SPELLING.      65 


WORDS   CONTAINING  THE  SOUNDS  OF  0. 
FIRST  SOUND  OF  0. 


'bbio 

board 

ebarse 

eoat 

€ore 

beau 

bored 

eourse 

€ote 

€or^s 

doe 

fore 

forth 

groan 

lone 

dough 

fowr 

fo?^rth 

grown 

loan 

more 

moan 

no 

oar 

lore 

mbiuQV 

mown 

knmo 

ore 

lower 

pole 

pore 

road 

sew 

soar 

poU 

po?*r 

rode 
ro?^ed 

sow 
so 

sore 

toe 

to«d 

sower 

tow 

ibwed 

shown 

shone 

sewer 

SECOND  SOUND  OF  0. 


I6ck 
I6ugh.  (k) 

ddt 


n6t 
^n6t 

bl5t 
g5t 


€r6ps 
€5py 

tr5t 
st6p 


bl6ck 
€l6ek 

^n5b 
edr^l 


wa^ch 
what 

fSreh^ad 
b5rrow 


66 


EAR  AND    VOICE    TRAINING, 


THIRD  SOUND  OF  0. 


bQOt 

€Q0\ 

ch  QO§e 

tQO 

SQ?^p 

room 

seJiQol 

chew§ 

tWQ 

iQwp 

YQUte 

tQ 

fo-ol 

rule 

spQOW 

moon 

tgol 

rude 

whQ 

sQon 

move 

whgm 

shoot 

truth 

whQ§e 

lQ§e 

prQof 

TQOt 

ygwth 

iQOse 

FOURI 

:h  sound 

OF  0.* 

€OSt 

€loth 

eross 

broth 

€OWgh 

dog 

God 

log 

long 

gone 

gong 

l0S5 

lost 

moss 

moth 

frost 

toss 

fog 

soft 

sloth 

strong 

wrong 

of/ 

oft 

S€Of/ 

*Se 

56  Note,  page 

35. 

SOUNDS  USED  IN  TEACHING   SPELLING.      67 


WORDS   CONTAINING  THE  SOUNDS  OF  U. 


First  Sound. 

Second  Sound. 

Third  Sound. 

Fourth  Sound. 

Fourth  Sound. 

blue 

dun 

wdbd 

bird 

learn 

blew 

done 

would 

burn 

nurse 

due 

dost 

bo1)k 

eiirl 

s6rf 

dew 

dust 

look 

girl 

surf 

Me 

plum 

bush 

hiirt 

thirst 

flew 

plum^ 

push 

herd 
he«rd 

thirty 

hue 

rung 

puss 

work 

hew 

ft'rung 

puU 

fern 
firm 

worm 

new 

ruf/ 

wolf 

tiirn 

^new 

rough  (f) 

shouM 

f^rl 
fir 

stir 

lieu 

sum 

go'od 

s^rge 

^rn 

view 

some 

€OUld 

Arge 

WORD^ 

^  CONTA 

INING  D< 

3UBLE   S( 

3UNDS. 

ou 

ow 

oi 

oy 

ou 

douJt 

eow 

boil 

boy 

our 

dTonght 

€lown 

broil 

buoy 

out 

flour 

bower 

eoin 

joy 

pound 

found 

dower 

hoist 

loyal 

how 

gouge 

drown 

loin 

oyster 

house 

hour 

fowl 

moist 

toy 

plow 

ouncje 

owl 

oil 

troy 

seour 

sour 

shower 

soil 

voyage 

slou^A 

68 


EAR  AND    VOICE    TRAINING. 


WOKDS  IN  WHICH  E,  I,  0,  U,  AND  Y,  HAVE 
SIMILAK  SOUNDS. 


6 
eOTth 
fern 
g6rm 
h6r 
herd 
h6«rd 
le«rn 
m6r9y 
ngrve 
p6arl 
pgrch 
pgrfget 
s6rve 
s6rv2,iit 
term 
v6rb 
v6rge 


i 

0 

^ 

bird 

word 

biirn 

birch 

work 

burr 

9ir€le 

9ir€wit 

dirt 

world 
worth 
worm 

burst 

biirden 

€iir 

dirge 
firm 

worse 

€urd 
€url 

first 

€^rve 

gird 
girl 
girdle 

churn 
fur 
furl 
htrt 

irksome 

hurl 

sir 

murmiir 

thirty 
thirsty 

spiirn 

stirge 

siirfa9e 

y 

myrrA 


SOUNDS   USED   IN   TEACHING    SPELLING.      69 


WOEDS  THAT  RESEMBLE  EACH  OTHER  IN 
SOUND,  BUT  WHICH  SHOULD  BE  DISTIN- 
GUISHED  IN   THE   PRONUNCIATION. 


ant 
awnt 

9ymbal 
symbol 

matrass 
mattrgss 

prin9ipal 
prin9iple 

able 

des9gnt 
dissent 

m^tal 
mettle 

quiSt 
quite 

arm§ 
aZm§ 

edrrdt 
€drat 

min6r 
min6r 

viai 

vile 

age 
aid§ 

fdnd 
fawned 

ow6r 
ore 

shore 
sho?^er 

adapt 
ad^pt 

h6rse 
hoarse 

Tight 
ridt 

surplus 
surpli9e 

affect 
effect 

line 
lion 

suit 
soot 

wedr 
wei^^er 

analysis 
analyse§ 

more 
moz^er 

staZk 
st6rk 

awed 
6ught 

a.€9gpt 
^X9gpt 

bridal 
bridle 

idol 
idle 
idyl 

pro9eed 
precede 

pdir 
pai/er 

barge 
bard§ 

badge 
batch 

70 


EAR  AND    VOICE    TRAINING. 


drgop 
trgop 

drench 
trench 

tied 

whe^ 

heads 

door 

mouse 

whale 

he^ge 

tore 

mouth 

wale 

gable 
€abl6 

fa9e 
fatth 

jeer 
cheer 

wh^re 
wdre 

9ease 
s^ege 

for9e 
forth 

xidge 
rich 

whSn 
wen 

€old 

€Olt 

for9e 
fowr§ 

6eed§ 
Siege 

which 
wi^ch 

€ore§ 
€02*rse 

eye§ 
T9e 

wheel 
weal 

€lothe§ 
€lo§e 

o«th§ 
owe§ 

s6rge 
s6«^rch 

Suitable  exercises  should  be  required  of  the  pupils  to 
train  them  in  carefully  distinguishing  the  differences  in 
sounds  in  the  similar  words,  and  in  speaking  them 
distinctly  until  they  can  give  each  its  correct  pronun- 
ciation. These  exercises  are  specially  appropriate  for 
pupils  in  Grammar  Schools. 


FORTY- FIVE   SOUNDS  REPRESENTED. 


n 


THE  FORTY-FIYE  SOUNDS  REPRESENTED. 

THEIR  DIACRITICAL   MARKS. 
First  sound  of    a. 
Second 
Third 
Fourth 
Fifth 
Sixth 


First 
Second 

First 
Second 

First 
Second 
Third 
Fourth 

First 
Second 
Third 
Fourth 


a. 

a, 

e. 

ate,  ma«/,  e?^^7/t. 

2 

a. 

a. 

S,t,  hUnd,  plan. 

3 

a. 

a. 

art,  alm§,  lawgh. 

« 
a. 

a, 

o, 

aU,  staZk,  ouglii. 

« 
a. 

^, 

^, 

Air,  dire,  thfere. 

« 
a. 

k, 

ant,  chant,  mast. 

1 
e, 

e, 

% 

e«t,  €lean,  police. 

3 

^, 

5nd,  beg,  said. 

1, 

i, 

y. 

ice,  kite,  sky. 

1, 

y. 

in,  lip,  hymn. 

1 

0, 

6, 

old,  fore,  stone. 

2 

0, 

5, 

a. 

5n,  n5t,  what. 

o,     o,     u,     00,    Qoze,  dg,  rule,  noon. 


o, 


of/,  moth,  los5. 
ew,  use,  mute,  new. 


2 

i\,  u,  6,  up,  hut,  son,  eome. 

u,  u,  o,  00,   fulZ,  wolf,  wood. 

u,  tif  g,  1,  0,  iirge,  l6arn,  girl,  world. 


72 


EAR  AND    VOICE    TRAINING. 


Double  sounds,  ou,     ow,     our,     cow,     hour,     owl. 
"  ''         oi,      oy,      oil,     boy,     coil,     joy. 


B-sound, 

Z>ake, 

nib,     bob. 

D-sound, 

d\d, 

ride,     do. 

F-sound, 

gh. 

ph,     /an. 

laugh,    phrase. 

G-sound, 

^ate. 

gag,    good. 

H-sound, 

/iot, 

hold,     y^ill. 

J-sound, 

g. 

./et. 

gem,    age,    just. 

K-sound, 

€, 

eh,     ^ite. 

kioTc,     €a^*e,     €/iord, 

L-sound, 

Zad, 

paZe,     Zook. 

M-sound, 

wian. 

am,     maim. 

N-sound, 

wo. 

noon,    nine. 

P-sound, 

pup, 

ripe,     cap. 

E-sound, 

rear. 

door,     more. 

S-sound, 

9. 

sat. 

sent,     9ent,     i9e. 

T-sound, 

trot. 

^ell,     ^ime,     ^en^. 

V-sound, 

ph. 

f,        t;ine. 

eve,     sylph,     of. 

W-sound, 

WQt, 

tvish,     wind,     ''one. 

Y-sound, 

yet. 

yes,    yield,    ^iise. 

Z-sound, 

h 

zine, 

j2;eal,     i§,     ro§e. 

Ch-sound, 

chin, 

c^urc^,     chalk. 

Ng-sound, 

king. 

thing,     thi?jk. 

Sh-sound, 

ch. 

s,        sha\], 

wish,     chaise,   sure. 

Th -sound. 

i/iin, 

thank,     truth. 

Th-sound, 

that, 

these,     with. 

W  h-sound. 

whsit, 

when,     tvhj. 

Zh-sound^ 

h 

azure 

,     measure. 

SUGGESTIONS  FOR  REMOVING 

DEFECTIVE   UTTEEANCE  AKD   IMPEDIMENTS  OF  SPEECH. 

Teachers  often  find  pupils  in  their  classes  who  have 
defects  of  utterance  that  prevent  clearness  of  speech  ; 
and  occasionally  they  find  those  who  have  some  impedi- 
ment of  speech  that  is  troublesome  in  talking  and  read- 
ing. It  is  very  desirable  that  the  nature  of  these 
defects  and  impediments  should  be  determined  as  early 
as  possible,  and  suitable  means  for  removing  them  be 
employed  during  the  period  when  the  organs  of  speech 
are  flexible  and  can  be  easily  trained  to  act  readily. 

A  knowledge  of  the  manner  in  which  the  several  or- 
gans of  speech  are  used  in  vocal  language,  and  the 
nature  of  the  sounds  produced  by  the  human  voice  is 
necessary  to  the  discovery  of  the  character  of  the  in- 
dividual defects  in  speech  that  may  exist  among  the 
pupils  of  a  class,  and  necessary  also  to  enable  a  teacher 
to  so  train  these  organs  that  the  pupils  may  overcome 
their  defects  in  utterance.  By  understanding  this  mat- 
ter teachers  may  confer  great  benefits  on  their  pupils 
by  relieving  them  of  troublesome  and  often  mortifying 
defects  or  impediments  of  speech  through  the  use  of 
elementary  sounds  of  language. 

Voice  and  Speech  Organs. — The  trachea,  or  windpipe, 
is  the  tube  through  which  air  is  conveyed  from  the 


74  EAR  AND    VOICE    TRAINING. 

lungs,  in  respiration,  and  delivered  into  the  larynx^ 
which  is  the  organ  of  somid.  This  organ  is  essen- 
tially a  reed  instrument,  and  is  situated  in  the  upper 
part  of  the  windpipe.  The  air,  in  passing  through 
the  larynx,  may  be  so  controlled  as  to  set  in  vibration 
the  vocal  chords  of  this  organ  and  thus  produce  sound. 
As  the  sound  passes  from  the  larynx  into  the  mouth  it 
is  modified,  more  or  less,  by  the  palate,  the  tongue,  the 
teeth,  and  the  lips ;  and  thus  are  produced  all  the 
elementary  sounds  of  language  heard  in  human  speech. 
As  the  sound  passes  through  the  mouth  it  receives  less 
modification  for  the  vowel  sounds  than  it  does  for  the 
consonant  sounds.  The  utterances  of  the  human  voice 
thus  produced  are  articulations,  or  the  elements  of 
speech. 

Wliispered  articulations  may  be  produced  by  modifi- 
cations of  the  breath  as  it  passes  through  the  mouth 
without  having  formed  sound  in  the  larynx.  In  whis- 
pered articulation  the  palate,  tongue,  teeth,  and  lips 
modify  the  air-current  as  it  flows  through  the  mouth, 
in  the  same  manner  as  these  organs  modify  the  passing 
sound.  Vocal  speech  is  produced  by  the  passage  of  air 
from  the  lungs  through  the  larynx,  in  a  manner  to  pro- 
duce sound,  and  by  the  modifications  of  this  sound  in 
the  mouth.  These  facts,  together  with  the  way  in 
which  the  sound  is  changed  into  articulate  speech, 
must  be  duly  considered  in  efforts  to  determine  the 
cause  of  individual  defects  in  vocal  utterance.  These 
facts  must  also  be  considered  in  providing  the  vocal  ex- 
ercises necessary  to  remove  defective  utterance,  what- 
ever may  be  the  nature  of  the  defects. 


REMOVING  DEFECTIVE    UTTERANCE.  75 

It  is  the  purpose,  in  the  following  suggestions,  to 
point  out  the  nature  of  the  more  common  defects  in 
speech  among  children  and  to  suggest  means  whereby 
these  difficulties  may  be  removed  during  childhood. 
When  a  teacher  has  once  succeeded  in  showing  a  pupil, 
with  an  impediment  of  speech,  how  to  talk  or  read  as 
easily  as  other  children  do,  and  when  the  joyful  expres- 
sion is  seen  on  that  pupil's  face  because  of  the  great 
relief  in  utterance,  that  teacher  will  have  the  conscious- 
ness of  doing  an  act  of  kindness  that  will  induce  its 
repetition  whenever  an  occasion  for  it  occurs. 

Defective  Utterance. — Let  us  now  consider  the  nature 
of  common  defects  in  utterance.  Among  these  may  be 
found  lisping y  which  consists  in  modifying  the  breath, 
in  its  passage  through  the  mouth,  so  as  to  produce  the 
hreatli-sound  of  ih  instead  of  the  s-sound.  The  effect 
of  using  this  tli-sound  in  place  of  the  s-sound  is  the 
giving  of  incorrect  pronunciations,  as  shown  with  the 
following  and  other  words  containing  the  s-sound: — 
said  is  pronounced  thSd,  by  one  who  lisps  ;  saw,  tha ; 
sew,  tho  ;  see,  the  ;  seat,  thet ;  sing,  thing  ;  soap,  thop  ; 
kiss,  kith  ;  miss,  mith  ;  puss,  puth  ;  etc. 

This  defect  of  utterance  may  be  corrected  by  training 
the  pupils  to  utter  the  s-sound  correctly.  See  pages  23 
and  50. 

Another  defect  of  utterance  consists  in  substituting 
the  l-sound  for  the  r-sound.  The  child  with  this  de- 
fect uses  the  l-sound  in  the  following  and  other  words  : 
ran,  rat,  run,  ride,  pronouncing  them  Un,  l^t,  lun. 


76  EAR  AND    VOICE    TRAINING. 

lide,    etc.      For   correcting   this   defect   see   pages  22 
and  50. 

Other  defects  consist  in  the  substitution  of  the 
t-sound  for  the  breath-sound  of  th,  in  words  like  the  fol- 
lowing :  thin,  thinh,  three,  thank;  pronouncing  them 
tin,  tink,  tree,  tank.  The  substitution  of  the  sh-sound 
for  the  ch-sou7id  is  sometimes  heard  in  words  like  child, 
chalh,  chair,  choose.  The  result  is  their  incorrect  pro- 
nunciation, as  shild,  shalk,  shdr,  shgs. 

Sometimes  the  iv-sound  is  substituted  for  the  v-sound, 
as  in  vine,  vest ;  the  pronunciation  becoming  win,  w6st. 
The  w-sound  is  frequently  substituted  for  the  loh-sound, 
in  lohat,  when,  loliy,  tohich,  by  pronouncing  them  as 
wat,  wSn,  wy,  wich. 

All  of  these  defects  of  utterance  may  be  easily  cor- 
rected by  proper  attention  to  the  directions  given  rela- 
tive to  these  sounds,  in  the  preceding  pages. 

Nature  of  Impediments  of  Speech. — Let  us  now  con- 
sider the  nature  of  the  common  impediments  of  speech 
that  we  may  more  clearly  understand  what  means  may 
be  used  in  removing  them. 

Some  of  these  impediments  consist  of  inability  to 
utter  or  pronounce  particular  letters  or  sounds,  as  h,  or 
t,  or  r,  or  p,  or  sh,  or  th,  when  they  occur  at  the  begin- 
ning of  words  or  of  syllables. 

Sometimes  the  impediment  appears  as  a  difficulty 
or  inability  in  pronouncing  certain  words,  while  there 
are  other  words  with  which  the  difficulty  does  not 
exist. 


REMOVING  DEFECTIVE    UTTERANCE,         77 

Stuttering. — When  there  is  a  tendency  to  repeat  the 
sound  of  a  letter  or  syllable  several  times  in  speaking, 
the  impediment  is  called  stuttering. 

Hesitation. — Some  impediments  of  speech  appear  to 
be  simply  a  hesitation  in  utterance.  These  impediments 
usually  arise  from  attempts  to  speak  while  there  is  no 
air  passing  from  the  lungs  through  the  larynx,  where 
the  sound  is  formed. 

Stammering. — When  the  impediment  is  of  a  nature 
to  produce  movements  of  the  mouth  as  if  struggling  to 
utter  sounds,  without  being  able  to  do  so,  the  difficulty 
is  called  stammering.  In  cases  of  stammering  the  im- 
pediment often  becomes  so  serious  as  to  produce  strain- 
ing efforts  to  speak  whenever  a  word  or  sound  occurs 
that  had  previously  been  found  difficult  to  utter. 

This  form  of  impediment  appears  to  be  caused  by  a 
sudden  expulsion  of  air  from  the  lungs,  and  attempts 
to  speak  while  inspiration  is  taking  place  ;  i.  e.,  while  air 
is  flowing  into  the  lungs,  and  when  no  air  is  flowing 
from  the  lungs  by  which  sound  can  be  produced. 

Means  for  Removing  Impediments  of  Speech. — Diffi- 
culties in  utterance  or  impediments  of  speech  arise 
chiefly  from  lack  of  proper  control  of  the  vocal  organs, 
and  of  the  manner  of  breathing  while  speaking.  There- 
fore, the  first  steps  to  be  taken  toward  removing  these 
impediments  should  consist  of  exercises  in  breathing 
and  in  the  use  of  the  voice  while  breathing.  It  is  be- 
lieved that  the  following  suggestions  will  enable  intelli- 


78  EAR  AND    VOICE    TRAINING. 

gent  teachers  to  conduct  exercises  in  breathing  and  in 
the  use  of  the  voice,  in  such  a  manner  as  will  produce 
improvement  in  speech  and  materially  aid  pupils  in 
overcoming  all  impediments  of  speech. 

First. — Teach  the  pupils  how  to  breathe  with  full 
inspirations,  and  to  cause  the  air  to  flow  from  the  lungs 
as  slowly  as  it  is  drawn  into  the  lungs.  Practice  this 
full  breathing  through  the  nose,  also  through  the 
mouth. 

Second. — Teach  the  pupils  how  to  fill  the  lungs  with 
air  and  to  count  one,  slowly,  as  the  air  passes  out.  Ee- 
peat  these  inspirations  and  respirations,  and  at  the 
same  time  require  the  pupils  to  count,  slowly,  one,  two, 
several  times  ;  then  to  count  three,  four  ;  i\iQU  five,  six; 
then  seven,  eight ;  then  nine,  ten. 

Third. — Continue  the  exercises  of  breathing  and 
counting  slowly  with  three  numbers;  as,  one,  tivo, 
three  ;  four,  five,  six ;  seven,  eight,  nine,  etc. 

Fourth. — Continue  these  exercises,  the  pupils  stand- 
ing erect,  with  shoulders  back,  until  they  can  count 
four  numbers  easily  in  this  deliberate  manner;  then 
five  numbers,  in  the  same  way,  as,  otie,  two,  three,  four, 
five ;  six,  seven,  eight,  nine,  ten.  The  pupils  ought  to 
acquire  the  ability  easily  to  count  ten  numbers  during 
the  passing  out  of  the  breath  of  one  inspiration. 

Fifth. — Request  the  pupils  with  defective  utterance 


REMOVING  DEFECTIVE    UTTERANCE.         79 

to  practice  these  exercises  of  breathing  and  counting 
several  times  each  day ;  and  to  repeat  them  at  home. 
A  new  exercise  may  be  added  as  often  as  every  two  or 
three  days,  under  ordinary  conditions. 

Sixth. — Follow  the  preceding  exercises  of  counting 
by  the  utterance  of  \X\q  first  sounds  of  ii,  e,  i,  o,  u,  while 
the  breath  of  one  respiration  is  flowing  from  the  lungs. 
On  the  following  day  require  the  utterance  of  the 
seco7id  sounds  of  ^,  e,  i,  o,  11. 

When  the  pupils  can  utter  these  sounds  readily,  as 
directed,  require  them  to  utter  the  first  sound  of  each 
vowel  with  the  t-sound  affixed,  as,  at,  et,  it,  ot,  ut. 
After  speaking  these  syllables  several  times,  the  exer- 
cise may  be  changed  by  prefixing  the  t-sound  to  the 
vowels,  as  follows :  ta,  te,  ti,  to,  tii ;  then,  ta,  t^,  ti, 
t5,  tii. 

Subsequently  repeat  these  exercises  by  using  the 
k-sound. 

Again  repeat  these  exercises  with  the  first  and  second 
vowel-sounds,  by  using  the  g-sound. 

Should  the  discovery  be  made  that  particular  conso- 
nant sounds  are  difficult  for  some  pupils  to  utter,  com- 
bine the  difficult  sound  with  these  vowels  in  various 
ways,  until  ability  is  acquired  to  utter  each  combination 
easily,  in  whispered  and  in  vocal  articulations. 

Stuttering. — Should  the  impediment  found  be  in  the 
nature  of  stuttering,  it  may  be  removed  by  uttering 
sounds  of  letters  in  such  combinations  as  will  give  a 


8o  EAR  AND    VOICE   TRAINING. 

firm  control  of  the  organs  of  speech  in  the  nse  of  both 
ivhispered  and  voice  articulations.  The  utterance  of 
sounds  for  this  purpose  should  be  deliberate  and  with 
a  feeling  of  confidence  on  the  part  of  the  pujiil.  Lack 
of  confidence  is  often  the  cause  of  nervousness ;  and 
nervousness  usually  aggravates  the  impediment,  what- 
ever its  nature  may  be. 

Hesitation. — This  impediment  may  be  overcome  by 
the  practice  of  breathing  properly  and  the  utterance 
of  various  sounds  in  appropriate  combinations.  Con- 
tinue these  exercises  until  the  utterance  of  the  sounds 
can  be  made  easily,  and  with  natural  breathing. 

Stammering. — This  form  of  impediment  is  the  most 
difficult  to  be  overcome,  and  requires  special  attention 
in  determining  the  nature  of  the  difficulty.  Having 
found  a  cause  of  the  impediment,  the  teacher  should 
arrange  exercises  for  training  the  pupil  in  breathing 
and  in  such  deliberate  utterances  of  simple  and  com- 
bined sounds  as  will  cause  the  several  organs  of  speech 
affected  by  this  impediment  to  act  without  apparent 
effort.  To  accomplish  the  desired  result,  the  pupil 
must  be  taught  what  to  do  in  this  matter,  and  hoiu  to  do 
it,  and  le  impressed  with  thp  necessity  of  patient  perse- 
verance and  confidence  in  himself.  Train  him  to  form 
voice  in  the  larynx  ;  to  modulate  it  into  vowel  sounds 
in  the  mouth  ;  afterwards  to  modulate  it  into  simple 
consonant  sounds ;  then  to  combine  vowel  and  conso- 
nant sounds,  in  such  variety  of  ways  as  will  lead  to  ease 
of  utterance. 


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Taynes   Lectures  on   the  Science   and 

Art  of  Education.  Reading  Circle  Edition.  By  Joseph 
Payne,  the  first  Professor  of  the  Science  and  Art  of  Edu- 
cation in  the  College  of  Preceptors,  London,  England. 
With  portrait.  16mo,  350  pp.,  English  cloth,  with  gold 
back  stamp.  Price,  $1.00  ;  to  teachers,  80  cents  ;  by  mail, 
7  cents  extra.     Elegant  new  edition  from  new  plates. 

Teachers  who  are  seeking  to 
know  the  principles  of  education 
will  find  them  clearly  set  forth  in 
this  volume.  It  must  be  remem- 
bered that  principles  are  the  basis 
upon  which  all  methods  of  teach- 
ing must  be  founded.  So  valu- 
able is  this  book  that  if  a  teacher 
were  to  decide  to  own  but  three 
works  on  education,  this  would 
be  one  of  them.  This  edition 
contains  all  of  Mr.  Payne's  writ- 
ings that  are  in  any  other  Ameri- 
can abridged  edition,  and  is  the 
only  one  with  his  portrait.  It  is 
far  superior  to  any  other  edition 
published. 
Joseph  Payne. 

WHY  THIS  EDITION  IS  THE  BEST. 
(1.)  The  side-titles.  These  give  the  contents  of  ti  e  page. 
(2.)  The  analysis  of  each  lecture,  with  reference  to  the  educa- 
tional points  in  it.  (3.)  The  general  analysis  pointing  out  the 
three  great  principles  found  at  the  begiiming.  (4.)  The  index, 
where,  under  such  heads  as  Teaching,  Education,  The  Child, 
the  important  utterances  of  Mr.  Payne  are  set  forth.  (5.) 
Its  handy  shape,  large  type,  fine  paper,  and  press-work  and 
tasteful  binding.  All  of  these  features  make  this  a  most  val- 
uable book.  To  obtain  all  these  features  in  one  edition,  it 
was  found  necessary  to  get  out  this  new  edition. 

Ohio  Educational  Monthly.— "It  does  not  deal  with  shadowy  theories: 
it  is  intensely  practical." 

JPhiladelphia  Educational  News.—"  Ought  to  be  in  library  of  every 
prourressive  teacher." 

Educational  Courant.— "  To  know  how  to  teach,  more  if  needed  than 
a  knowle(lf?e  of  the  braiicTic^  taught.    This  is  especially  vaiuable." 

Pennsylvania  Journal  of  Education.—"  Will  be  of  practical  value  to 
Normal  Schools  and  Instituteti«" 


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Tates  Tbi/osopby  of  Education. 

The  Philosophy  of  Education.    By  T.  Tate.    Revised  and 
Annotated  by  E.  E.  Sheeb,  Ph.D.,  Principal  of  the  Louis- 
iana State  Normal  School.    Unique  cloth  binding,  laid 
paper,  331  pp.    Price,  $1.50 ;  to  teachers,  $1.20  ;  by  mail,  7 
cents  extra. 
There  are  few  books  that  deal  with  the  Science  of  Educa- 
tion.   This  volume  is  the  work  of  a  man  who  said  there  were 
j?reat  principles  at  the  bottom  of  the  work  of  the  despised 
schoolmaster.    It  has  set  many  a  teacher  to  thinking,  and  in 
its  new  form  will  set  many  more. 

Our  edition  will  be  found  far  superior  to  any  ether  in  every 
respect.  The  annotations  of  Mr.  Sheib  are  invaluable.  The 
more  important  part  of  the  book  are  emphasized  by  leading 
the  type.  The  type  is  clear,  the  size  convenient,  and  print- 
ing, paper,  and  binding  are  most  excellent. 

Mr.  Philbrickso  long  superiutendent  of  the  Boston  schools  hold  this 
work  in  high  esteem. 

Col.  F.  W.  Parker  strongly  recommends  it. 

Jos.  MacAlister,  Supt.  Public  Schools,  Philadelphia,  says :— "  It  is  one 
of  the  first  books  which  a  teacher  deserves  of  undei-standing  the  scien- 
tific principles  on  which  his  work  rests  should  study." 

S.  A.  Ellis,  Supt.  of  Schools,  Kochester  N.  Y.  says :— "  As  a  pointed  and 
judicious  statement  of  principles  it  has  no  superior." 

Thos.  M.  Balliet,  Supt.  of  Schools^  Reading.  Pa.,  says :—"  The  work 
is  a  classic  on  Education." 

J.  M.  Greenwood,  Supt.  Schools,  Kansas  City,  says :—"  I  wish  every 
teacher  of  our  country  owned  a  copy  and  would  read  it  carefully  and 
thoughtfully." 

Prest.  E.  A,  Sheldon,  Oswego  Normal  Schools,  says :— "  For  more 
than  20  years  it  has  been  our  text-book  in  this  subject  and  I  know  of  no 
other  book  so  good  for  the  purpose." 

Bridgeport  Standard.—"  A  new  generation  of  thinkers  will  welcome 
it ;  it  has  long  held  the  first  place  in  the  field  of  labor  which  it  illus- 
trates." 

S.  W*  Journal  of  Education.— "It  deals  with  fundamental  principles 
and  shows  how  the  best  educational  practice  comes  from  them," 

The  Interior.—"  The  book  has  long  been  held  in  high  esteem  by 
thoughtful  teachers." 

Popular  Educator.— "Has  long  held  a  high  place  among  educational 
works." 

Illinois  School  Journal.—"  It  abounds  in  good  things." 

Philadelphia  Record.—"  Has  been  ranked  among  educational  classics 
for  more  than  a  quarter  of  a  century." 

Educational  News.-"  Tate  was  the  first  to  give  ua  the  mayims  from 
the  '  known  to  the  unknown '  etc." 


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13     E.  L.  KELLOOO  &  CO.,  NEW  YORK  &  CHICAGO. 


Teachers  Mamials  Series. 

Each  is  printed  in  large,  clear  type,  on  good  paper.     Paper 

cover,  price  15  cents;  to  teach- 
ers, 13  cents;  by  mail,  1  cent 
extra. 

There  is  a  need  of  small  vol- 
umes— "Educational  tracts,"  that 
teachers  can  carry  easily  and  study 
as  they  have  opportunity.  The 
following  numbers  have  been  al- 
ready published. 

It  should  be  noted  that  while 
our  editions  of  such  of  these  little 
books  that  are  not  written  specially 
for  this  series  are  as  low  in  price 
as  any  other,  the  side-heads,  top- 
ics, and  analyses  inserted  by  the 
editor,  as  well  as  the  excellent 
paper  and  printing,  make  them 
far  superior  in  every  way  to  any 
other  edition. 

We  would  suggest  that  city  super- 
intendents or  conducio7's  of  institutes 

supply  each  of  their  teachers  with  copies  of  these  little  books.    Special 

rates  for  quantities. 

No.  I,    Fitch's  Art  of  Questioning, 

By  J.  G.  Fitch,  M.A.,  author  of  "  Lectures  on  Teaching."    38  pp. 
Already  widely  known  as  the  most  useful  and  practical  essay  on  this  mos' 
important  part  of  the  teachers'  lesson-hearing. 

No.  2.    Pitch's  Art  of  Securing  Attention, 

By  J.  G.  Fitch,  M.  A.    39  pp. 

Of  no  less  value  than  the  author's  "  Art  of  Questioning." 

No.  5.    Sidgwick's  On  Stimulus  in  School, 

By  Arthur  Sidgwick,  M.A.    43  pp. 

"  How  can  that  dull,  lazy  scholar  be  pressed  on  to  work  up  his  lessons 
with  a  will?"    This  bright  essay  will  tell  how  it  can  be  done. 

No.  4.     Yonge's  Practical  Work  in  School, 

By  Charlotte  M.  Yonge,  author  of  "  Heir  of  Redclyffe,"    35  pp. 
AH  who  have  read  Miss  Yonge's  books  will  be  glad  to  read  or  her  views 
on  School  Work. 

No.  5.    Fitch's  Improvement  in  the  Art  of  Teaching, 

By  3.  G.  Fitch,  M.A.    25  pp. 

This  thoughtful,  earnest  essay  will  bring  courage  and  help  to  many  a 
teacher  who  is  struggling  to  do  better  work.  It  includes  a  course  of  study 
for  Teachers'  Training  Classes. 


J.  G.  Fitch,  Inspector  of  the 
Training  Colleges  of  England. 


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E.  L.  KELLOGO  &  CO.,  NEW  YORK  &  CHICAGO.    13 

No.  6.     Gladstone's  Object  Teaching. 

By  J.  H.  Gladstone,  of  the  London  (Eng.)  School  Board.    25  pp. 
A  short  manual  full  of  practical  suggestions  on  Object  Teaching. 

No.  y.    Huntington' s  Unconscious  Tuition. 

Bishop  Huntington  has  placed  all  teachers  under  profound  obligations  to 
him  by  writing  this  work.  The  earnest  teacher  has  felt  its  earnest  spirit, 
due  to  its  interesting  discussion  of  the  foundation  principles  of  education. 
It  is  wonderfully  suggestive. 

No.  8.    Hughes'  How  to  Keep  Order. 

By  James  L.  Hughes,  author  of  "  Mistakes  in  Teaching." 
Mr.  Hughes  is  one  of  the  few  men  who  know  what  to  say  to  help  a  young 
teacher.     Thousands   are  to-day  asking,   "  How  shall  we    keep    order  ?" 
Thousands  are  saying,  *'  I  can  teach  well  enough,  but  I  cannot  keep  order." 
To  such  we  recommend  this  little  book. 

No.  g.    Quick's  How  to  Train  the  Memorv. 

By  Rev.  R.  H.  Quick,  author  of  "  Educational  Refonners." 
This  book  comes  from  school-room  experience,  and  is  not  a  matter  of 
theory.  Much  attention  has  been  lately  paid  to  increasing  the  power  of 
memory.  The  teacher  must  make  it  part  of  his  business  to  store  the 
memory,  hence  he  must  know  how  to  do  it  properly  and  according  to  the 
laws  of  the  mind. 

No.  10.    Hoffman's  Kindergarten  Gifts. 

By  Heinrich  Hoffman,  a  pupil  of  Froebel. 

The  author  sets  forth  very  clearly  tlie  best  methods  of  using  them  for 
training  the  child's  senses  and  power  of  observation. 

No.  II.    'Butler' s  Argument  for  Manual  Training. 

By  Nicholas  Murray  Butler,  Pres.  of  N.  Y.  College  for  Training  of 
Teachers. 
A  clear  statement  of  the  foundation  principles  of  Industrial  Education. 

No.  12.    Groff's  School  Hygiene. 

By  Pres.  G.  G.  Groff,  of  Bucknell  University,  Pa. 

We  wish  that  every  teacher  could  read  carefully  and  put  in  practice  the 
clearly-stated  principles  of  School  Hygiene  given  in  this  little  book.  Care 
of  the  eyes,  light,  ventilation,  wells,  Avater-closets,  etc.,  are  fully- treated, 
with  several  illustrations. 

THIS  LIST  IS  CONSTANTLY  BEING  ADDED  TO. 

NOTICES. 

Central  School  Journal  (Iowa.—"  The  demand  is  for  small  books  on  great 
subjects." 

S.  W.  Journal  of  Education.—"  Glad  to  see  such  valuable  papers  in  such 
a  cheap  form." 

Va.  School  Journal.—"  Teachers'  manuals  in  the  broad  sense." 

Wisconsin  School  Journal  —"  The  series  are  deserving  the  highest  com- 
m<MKlation." 

Education  (Boston).—"  Capital  little  books." 

Science  (N.  Y.  City).—"  Contain  materials  that  will  prove  suggestive  to 
teachers." 

Progressive  Teacher.— "Valuable  additions  to  a  series  already  famous." 

School  Herald  (Chicago).— "We  must  commend  the  good  judgment  in 
sel<'cting  these  books." 

Educational  Becord  (Canada).— "  Every  progressive  teacher  ought  to 
b»ve  then)." 


14 


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E.  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO. 


JVelcIfs  Teachers   Psychology. 

A  Treatise  on  the  Intellectual  Faculties,  the  Order  of  the 
Growth,  and  the  Corresponding  Series  of  Studies  by  whicli 
they  are  Educated.  By  the  late  A.  S.  Welch,  Professor  of 
Psychology,  Iowa  Agricultural  College,  formerly  Pres.  of 
the  Mich.  Normal  School.  Cloth,  12mo,  300  pp.,  $1.25;  to 
teachers,  $1;  by  mail,  12  cents  extra.  Special  terms  to 
Normal  Schools  and  Reading  Circles. 

A  mastery  of  the  branches  to  be  taught  was  once  thought  to  be 
an  all-sufficient  preparation  for  teaching.  But  it  is  now  seen  that 
there  must  be  a  knowledge  of  the  mind  that  is  to  be  trained. 
Psychology  is  the  foundation  of  intelligent  pedagogy.  Prof, 
Welch  undertook  to  write  a  book  that  should  deal  with  mind- 
unfolding,  as  exhibited  in  the 
school-room.  He  shows  what  is 
meant  by  attending,  memorizing, 
judging,  abstracting,  imagining, 
classifying,  etc.,  as  it  is  done  by 
the  pupil  over  his  text-books.  First, 
there  is  the  concept;  then  there  is 
(1)  gathering  concepts,  (2)  storing 
concepts,  (3)  dividing  concepts, 
(4)  abstracting  concepts,  (5)  build- 
ing concepts,  (6)  grouping  con- 
cepts, (7)  connecting  concepts, 
(8)  deriving  concepts.  Each  of 
these  is  clearly  explained  and  il- 
lustrated ;  the  reader  instead  of 
being  bewildered  over  strange 
terms  comprehends  that  imagina- 
tion means  a  building  up  of  con- 
cepts, and  so  of  the  other  terms. 
A  most  valuable  part  of  the  book 
is  its  application  to  practical  education.  How  to  train  these 
powers  that  deal  with  the  concept — that  is  the  question.  There 
must  be  exercises  to  train  the  mind  to  gatlier,  store,  divide,  abstract, 
build,  group,  connect,  and  derive  concepts.  The  author  shows 
what  studies  do  this  appropriately,  and  where  there  are  mistakes 
made  in  the  selection  of  studies.  The  book  will  prove  a  valuable 
one  to  the  teacher  who  wishes  to  know  the  structure  of  the  mind 
and  the  way  to  minister  to  its  growth.  It  would  seem  that  at 
last  a  psychology  had  been  written  that  would  be  a  real  aid^  iu- 
fstead  of  a  hindrance,  to  clear  knowledge. 


Welch. 


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E.  L.  KELLOOG  &  CO.,  NEW  YOEK  &  CHICAGO.    17 

IVelcb's  Talks  on  Psychology  Applied  to 

Teaching.  By  A.  S.  Welch,  LL.D.,  Ex-Pres.  of  the  Iowa  Agricul- 
tural College  at  Ames,  Iowa.  Cloth,  16mo,  136  pp.  Price,  50 
cents;  to  teacfiers,  40  cents;  by  mail,  5  cents  extra. 

This  little  book  has  been  written  for  the  purpose  of  helping  the 
teacher  in  doing  more  effective  work  in  the  school-room.  The  instruc- 
tors in  our  schools  are  familiar  with  the  branches  they  teach,  but  de- 
ficient in  knowledge  of  the  mental  powers  whose  development  they  seek 
to  promote.  But  no  proficiency  that  does  not  include  the  study  of  mind, 
can  ever  qualify  for  the  work  of  teaching.  The  teacher  must  comprehend 
fully  not  only  the  objects  studied  by  the  learner,  but  the  efforts  put  forth 
and  in  studying  them,  the  effect  of  these  efforts  on  the  faculty  exerted, 
their  res-ults  in  the  form  of  accurate  knowledge.  Jt  is  urged  by  eminent 
educators  everywhere  that  a  knowledge  of  the  branches  to  be  taught, 
and  a  kyiowUdge  of  the  mind  to  be  trained  thereby,  are  equally  essential 
to  successful  teaching. 

WHAT   IT  CONTAINS. 

Part  I.— Chapter  1.  Mind  Growth  and  its  Helps.  Chapter  2.— The  Feel- 
ings. Chapter  3.— The  Will  and  the  Spontaneities.  Chapter  4.— Sensation. 
Chapter  5.— Sense  Perception,  Gathering  Concepts.  Chapter  6.— Memory 
and  Conception.  Chapter  7.— Analysis  and  Abstraction.  Chapter  8.— Im- 
agination and  Classification.— Chapter  9.-- -Judgment  and  Reasoning,  the 
Thinking  Faculties. 

Part  II.— Helps  to  Mind  Growth.  Chapter  1.— Education  and  the  Means 
of  Attaining  it.  Chapter  2.— Training  of  the  Senses.  Chapter  3.— Reading, 
Writing,  and  Spelling.  Chapter  4.— Composition,  Elementary  Grammar, 
Abstract  Arithmetic,  etc. 

***This  book,  as  will  be  seen  from  the  contents,  deals  with  the  subject 
differently  from  Dr.  Jerome  Allen's  "  Mind  Studies  for  Young  Teachers," 
(same  price)  recently  published  by  us. 

FROM  THOSE  WHO    HAVE  SEEN   IT. 

Co.  Insp.  Dearness,  London,  Canada.--"  Here  find  it  the  most  lucid  and 
practical  introduction  to  mental  science  I  have  ever  seen." 

Florida  School  Journal.—"  Is  certainly  the  best  adapted  and  most  de- 
sirable for  the  mass  of  teachers." 

Penn.  School  Journal.— "  Earnest  teachers  will  appreciate  it." 

Danville,  Ind.,  Teacher  and  Examiner.— "  We  feel  certain  this  book  has 
a  mission  among  the  primary  teachers." 

Iowa  Normal  Monthly.—"  The  best  for  the  average  teacher." 

Prof.  H.  H.  Seeley,  Iowa  State  Normal  School.— "I  feel  that  you  have 
done  a  very  excellent  thing  for  the  teachers.  Am  inclined  to  think  we  will 
use  it  in  some  of  our  classes." 

Science,  N.  Y.— "  Has  been  written  from  an  educational  point  of  view." 

Education,  Boston.—"  Aims  to  help  the  teacher  in  the  work  of  the  school- 
room." 

Progressive  Teacher.—"  There  is  no  better  work." 

Ev-Gov.  Dysart,  Iowa.—"  My  first  thought  was, '  What  a  pity  it  could  not 
be  in  the  hands  of  every  teacher  in  Iowa." 


18 


SEND  ALL  ORDERS  TO 

E.  L.  KELLOGG  &  CO.,  NEW  YOEK  <fe  CHICAGO. 


Aliens  Mind  Stiidies  for  Young  Teach- 

EES.  By  Jehome  Allen,  Ph.D..  Associate  Editor  of  the 
School  Jouhnai/,  Prof,  of  Pedagogy,  Univ.  of  City  of 
N.  Y.  16mo,  large,  clear  tj^pe,  128  pp.  Cloth,  50  cents ;  to 
teachers,  40  cents  ;  by  mail,  5  cents  extra. 

There  are  many  teachers  who 
know  little  about  psychology, 
and  who  desire  to  be  better  in- 
formed concerning  its  princi- 
ples, especially  its  relation  to  the 
work  of  teaching.  For  the  aid 
of  such,  this  book  has  been  pre- 
pared. But  it  is  not  a  psychol- 
ogy—only an  introduction  to  it, 
aiming  to  give  some  funda- 
mental principles,  together  with 
something  concerning  the  phi- 
losophy of  education.  Its  meth- 
od is  subjective  rather  than  ob- 
jective, leading  the  student  to 
watch  mental  processes,  and 
draw  his  own  conclusions.  It 
is  written  in  language  easy  to 
be  comprehended,  and  has  many 
Jerome  Allen,  Ph.D.,  Associate  Editor  prfictical  illustrations.  It  will 
of  the  Journal  and  Institute.  aid  the  teacher  in  his  daily  work 
in  dealing  with  mental  facts  and  states. 

To  most  teachers  psychology  seems  to  be  dry.  This  book  shows 
how  it  may  become  the  most  interesting  of  all  studies.  It  also 
shows  how  to  begin  the  knowledge  of  self.  "  We  cannot  know 
in  others  what  we  do  not  first  know  in  ourselves."  This  is  tlic 
key-note  of  this  book.  Students  of  elementary  psychology  will 
appreciate  this  feature  of  "  Mind  Studies." 
ITS  CONTENTS. 

CHAP. 

I.  How  to  Study  Mind. 
II.  Some  Facts  in  Mind  Growth. 

III.  Development. 

IV.  Mind  Incentives. 
V.  A  few  Fundamental  Principles 

Settled. 
VI.  Tempei'aments. 
VH.  Training?  of  the  Senses. 
VIII.  Attention. 
IX.  Perception. 
X.  Abstraction. 

XI.  Faculties    used    in    Abstract 
Thinking. 


CHAP. 

XII.  From  the  SubjectiTe  to  the 
Conceptive. 

XIII.  The  Will. 

XIV.  Diseases  of  the  Will. 
XV.  Kinds  of  Memory. 

XVI.  The  Sensibilities. 
XVII.  Relation  of  the  Sensibilities 

to  the  Will. 
XVITI.  Training  of  the  Sensibilities. 
XIX.  Relation  of  the  Sensibilities 

to  Morality. 
XX.  The  Imagination. 
XXI.  Imagination  in  its  Maturity. 
XXII,  EduQatipn  of  tjie  Moral  Sense. 


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20    E.  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO. 

Tere^s  First  Three  Years  of  Childhood. 

An  Exhaustive  Study  of  the  Psychology  of  Children.    By 
Bernahd  Perez.    Edited  and  translated  by  Alice  M.  Christie, 
translator  of  "  Child  and  Child  Nature,"  with  an  introduction  by 
James  Sully,  M.A.,  author  of  "Outlines  of  Psychology,"  etc. 
12mo,  cloth,  324  pp.     Price,  $1.50 :  to  teachers,  $1.20 ;  by  mail,  10 
cents  extra. 
This  is  a  comprehensive  treatise  on  the  psychology  of  childhood,  and 
is  a  practical  study  of  the  human  mind,  not  full  formed  and  equipped 
with  knowledge,  but  as  nearly  as  possible,  ab  origine — before  habit, 
environment,  and  education  have  asserted  their  sway  and  made  their 
permanent  modifications.     The  writer  looks  into  all  the  phases  of  child 
activity.     He  treats  exhaustively,  and  in  bright  Gallic  style,  of  sensa- 
tions, instincts,  sentiments,  intellectual  tendencies,  the  will,  the  facul- 
ties of  aesthetic  and  moral  senses  of  young  children.    He  shows  how 
ideas  of  truth  and  falsehood  arise  in  little  minds,  how  natural  is  imita- 
tion and  how  deep  is  credulity.    He  illustrates  the  development  of  im- 
agination and  the  elaboration  of  new  concepts  through  judgment, 
abstraction,  reasoning,  and  other  mental  methods.     It  is  a  book  that 
has  been  long  wanted  by  all  who  are  engaged  in  teaching,  and  especially 
by  all  who  have  to  do  with  the  education  and  training  of  children. 

This  edition  has  a  new  index  of  special  value,  and  the  book  is  care- 
fully printed  and  elegantly  and  durably  bound.  Be  sure  to  get  our 
standard  edition. 

OUTLINE   OF   CONTENTS. 


CHAP. 

I.  Faculties  of  Infant  before  Birth 
— First  Impression  of  New- 
born Child. 
II.  Motor  Activity  at  the  Begin- 
ning of  Life— at  Six  Months  — 
— at  Fifteen  MontJis. 

III.  Instinctive  and  Emotional  Sen- 

sations—First Perceptions. 

IV.  General  and  Special  Instincts. 
V.  The  Sentiments. 

VI.  Intellectual     Tendencies— Ver- 

acitv— Imitation— Credulity. 
VII.  The  Will. 

VIII.  Faculties  of  Intellectual  Acqui- 
sition and  Retention— Atten- 
tion—Memory. 

Col.  Francis  W.  Parker,  Principal  Cook  County  Normal  and  Training 
School,  Chicago,  says:— "I  am  glad  to  see  that  you  have  published  Perez's 
wonderful  work  upon  childhood.  I  shall  do  all  lean  to  get  everybody  to  read 
it.    It  is  a  grand  work." 

John  Ba43COm,  Pres.  Univ.  of  Wisconsin,  says:—"  A  work  of  marked 
interest." 

G.  Stanley  Hall,  Professor  of  Psycliology  and  Pedagogy,  Johns  Hopkins 
Univ.,  says:— "I  esteem  the  work  a  very  valuable  on^  for  primary  and  kin- 
dergarten teachers,  and  for  all  interested  in  the  psychology  of  childhood." 
And  many  other  strong  commendations. 


CHAP. 

IX.  Association  of  Psychical  States 
—  Association — imagination. 
X.  Elaboration  of  Ideas— Judg- 
ment —  Abstraction  —  Com- 
parison —  Generalization  — 
Reasoning— Errors  and  Allu- 
sions—EiTors  and  Allusions 
Owing  to  Moral  Causes. 

XI.  Expression  and  Language. 

XII.  .(Esthetic  Senses  —  Musical 
Sense  —  Sense  of  Material 
Beauty  —  Constructive  In- 
stinct—Dramatic Instinct. 
XIII.  Personalty —  Reflection -Moral 
Seiise. 


SEND  Alili  ORDERS  TO 

E.  L.  KELLOGG  db  CO.,  NEW  YORK  &  CHICAGO.     21 

Parkers  Talks  on  Teaching, 

Notes  of  "  lalks  on  Teaching"  given  by  CoL.  Francis  W. 
Parker  (formerly  Superintendent  of  schools  of  Quincy, 
Mass.),  before  the  Martha's  Vineyard  Institute,  Summer 
of  1882.     Reported  by  Lelia  E.  Patridge.     Square  16mo, 
5x6  1-3  inches,  192  pp.,  laid  paper,  English  cloth.     Price, 
$1.25  ;  fo  teachers,  $1.00  ;  by  mail,  9  cents  extra. 
The  methods  of  teaching  employed  in  the  schools  of  Quincy, 
Mass. ,  were  seen  to  be  the  methods  of  nature.    As  they  were 
copied  and  exjilained,  they  awoke  a  great  desire  on  the  part 
of  those  who  could  not  visit  the  schools  to  know  the  underly- 
ing principles.     In  other  words.  Colonel  Parker  was  asked  to 
explain  why  he  had  his  teachers  teach  thus.    In  the  summer 
of  1882,  in  response  to  requests,  Colonel  Parker  gave  a  course 
of  lectures  before  the  Martha's  Vineyard  Institute,  and  these 
were  reported  by  Miss  Patridge,  and  published  in  this  book. 

The  book  became  famous  ; 
more  copies  were  sold  of  it  in 
the  same  time  than  of  any 
other  educational  book  what- 
ever. The  daily  papers,  which 
usually  pass  by  such  books 
with  a  mere  mention,  devoted 
columns  to  reviews  of  it. 

The  following  points  will 
show  why  the  teacher  will 
want  tliis  book. 

1.  It  explains  the  "  New 
Methods."  There  is  a  wide 
gulf  between  the  new  and  the 
old  education.  Even  school 
boards  understand  this. 

2.  It  gives  the  underlying 
principles  of  education.  For  it 

must  be  remembered  that  Col.  Parker  is  not  expounding  Ms 
methods,  but  the  methods  of  nature. 

3.  It  gives  the  ideas  of  a  man  who  is  evidently  an  **  educa- 
tional genius,"  a  man  born  to  understand  and  expound  educa- 
tion. We  have  few  such  ;  they  are  worth  everything  to  the 
human  race. 

4.  It  gives  a  biography  of  Col.  Parker.  This  will  help  the 
teacher  of  education  to  comprehend  the  man  and  his  motives. 

5.  It  has  been  adopted  bv  nearly  every  State  Reading  Circle. 


SEND  Alili  ORDERS  TO 

E,  L.  KELLOGG  &  CO.,  NEW  YORK  <fc  CHICAGO.  23 

The  Tractical  Teacher. 

Writings  of  Francis  W.  Parker,  Principal  of  Cook  Co. 

Normal  School,  111. ,  and  other  educators,  among  which  is 

Joseph  Payne's  Visit  to  German  Schools,  etc.     188  large 

8vo  pages,  7KxlOX  inches.      Cloth.      Price,  $1.50;  to 

teachers,  $1.30 ;  by  mail,  14  cents  extra.     New  edition  in 

paper  cover.    Price,  75  cents ;  to  teachers,  60  cents ;  by 

mail,  8  cents  extra. 

These  articles  contain  many  things  that  the  readers  of  the 

*'  Talks  on  Teaching"  desired  light  upon.    The  space  occupied 

enabled  Col.  Parker  to  state  himself  at  the  length  needed  for 

clearness.    There  is  really  here,  from  his  pen  (taking  out  the 

writings  of  others)  a  volume  of  830  pages,  each  page  about  the 

size  of  those  in  "Talks  on  Teaching." 

1.  The  writings  in  this  volume  are  mainly  those  of  Col.  F. 
W.  Parker,  Principal  of  the  Cook  County  Normal  School. 

2.  Like  the  "  Talks  on  Teaching"  so  famous,  they  deal  with 
the  principles  and  practice  of  teaching. 

3.  Those  who  own  the  "  Talks"  will  want  the  further  ideas 
from  Col.  Parker. 

4.  There  are  many  things  in  this  voliune  written  in  reply  to 
inquiries  suggested  in  "  Talks." 

5.  There  is  here  really  750  pages  of  the  size  of  those  in 
"  Talks."  "  Talks  "  seUs  for  $1.00.  This  for  $1.20  and  14  cents 
for  postage. 

6.  Minute  suggestions  are  made  pertaining  to  Reading, 
Questions,  Geography,  Numbers,  History,  Psychology,  Peda-- 
gogics,  Clay  Modeling,  Form,  Color,  etc. 

7.  Joseph  Payne's  visit  to  the  German  schools  is  given  in 
full ;  everything  from  his  pen  is  valuable. 

8.  The  whole  book  has  the  breeze  that  is  blowing  from  the 
New  Education  ideas  ;  it  is  filled  with  Col.  Parker's  spirit. 

PARTIAL  LIST  OF  CONTENTS- 

Beginnings.  Reading— laws  and  principles ;  Ruling  Slates  :  Number 
and  Arithmetic;  Geography;  Moulding;  History;  Psychology;  Peda- 
gogics; Examinations;  Elocution;  Questioning  on  Pictures;  on  Flow- 
ers ;  on  Leaves ;  Rules  in  Language :  Answers  to  questions  respecting 
the  Spelling-Book ;  List  of  Children's  Books  on  History ;  The  Child's 
Voice;  Ideas  before  Words;  Description  of  Pictures;  Teaching  of  1; 
of  2;  of  3;  of  4;  etc.;  Form  and  Color;  Breathing  Exercises;  Paper 
Folding ;  v  erbatim  report  of  lessons  given  in  Cook  Co.  Normal  School. 
Busy  Work ;  Answers  to  Questions  in  Arithmetic,  etc. ;  Why  teachers 
drag  out  a  monotonous  existence;  Teaching  of  language  to  children; 
Supplementary  Reading— list  of  books ;  Structural  Geography ;  I/etters 
from  Germany ;  Hand  and  Eye  Training  ,•  Clay  Modeling ;  List  of  Edu- 
cational Works ;  Joseph  Payne'^  visit  to  German  Schools,  etc.,  etc. 


24  E.  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO, 

Fitch's  Lectures  on  Teacbing. 

Lectures  on  Teaching.    By  J.  G.  Fitch,  M.A.,  one  of  Her 
Majesty's  Inspectors  of  Schools.  England.    Cloth,  16mo, 
395  pp.   Price,  $1.25  ;  to  teachers,  $1.00  ;  by  mail,  postpaid. 
Mr.  Fitch  takes  as  his  topic  the  application  of  principles  to 
the  art  of  teaching  in  schools.     Here  are  no«  vague  and  gen- 
(n-al  propositions,  but  on  every  page  we  find  the  problems  of 
the  school-room  discussed  with  definiteness  of  mental  grip. 
No  one  who  has  read  a  single  lecture  by  this  eminent  man 
but  will  desire  to  read  another.    The  book  is  full  of  sugges- 
tions that  lead  to  increased  power. 

1.  These  lectures  are  highly  prized  in  England. 

2.  There  is  a  valuable  preface  by  Thos.  Hunter,  President 
of  N.  Y.  City  Normal  CoUege. 

3.  The  volume  has  been  at  once  adopted  by  several  State 
Reading  Circles. 

EXTRACT  FROM  AMERICAN  PREFACE. 
'*  Teachers  everywhere  among  English-speaking  people  have  hailed 
Mr.  Fitch's  work  as  an  invaluable  aid  for  almost  every  kind  of  instruc- 
tion and  school  organization.  It  combines  the  theoretical  and  the  prac- 
tical ;  it  is  based  on  psychology ;  it  gives  admirable  advice  on  every- 
thing connected  with  teaching— from  the  furnishing  of  a  school-room 
to  the  preparation  of  questions  for  examination.  Its  style  is  singularly 
clear,  vigorous  and  harmonious." 

Chicago  Intelligence.— "  All  of  its  discussions  are  based  on  sound 
psychological  principles  and  give  admirable  advice." 

Virginia  Edncational  Journal.— "  He  tells  what  he  thinks  so  as  to 
be  helpful  to  all  who  are  striving  to  improve." 

Lynn  Evening  Item.—"  He  gives  admirable  advice." 

Philadelphia  Record.—"  It  is  not  easy  to  imagine  a  more  useful  vol- 
ume." 

Wilmington  Every  Evening.—"  The  teacher  will  find  in  it  a  wealth 
of  help  and  suggestion." 

Brooklyn  Jonrnal.— "  His  conception  of  the  teacher  is  a  worthy  ideaJ 
for  all  to  bear  in  mind." 

New  England  Journal  of  Education :  "  This  is  eminently  the  work  oi 
a  man  of  wisdom  and  experience.  He  takes  a  broad  and  comprehensive 
view  of  the  work  of  the  teacher,  and  his  suggestions  on  all  topics  are 
worthy  of  the  most  careful  consideration." 

Brooklyn  Eagle :  "  An  invaluable  aid  for  almost  every  kind  of  in- 
struction and  school  organization.  It  combines  the  theoretical  and  the 
practical ;  it  is  based  on  psychology ;  it  gives  admirable  advice  on  every- 
thing connected  with  teaching,  from  the  furnishing  of  a  school-room  to 
the  propai-ation  of  questions  for  examination." 

Toledo  Blade :  "  It  is  safe  to  say,  no  teacher  can  lay  claim  to  being 
well  informed  who  has  not  read  this  admirable  work.  Its  appreciation 
is  shown  by  its  adoption  by  several  State  Teachers'  Reading  Circles,  as 
a  work  to  be  thoroughly  read  by  its  members." 


BJiNi)  ALL  OllDilUS  TO 

E.  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO.  25 

Curries  Early  Education. 

"  The  Principles  and  Practice  of  Early  and  Infant  School 
Education."  By  James  Currie,  A.  M.,  Prin.  Church  of 
Scotland  Training  College,  Edinburgh.  Author  of 
"  Common  School  Education,"  etc.  With  an  introduction 
by  Clarence  E.  Meleney,  A.  M.,  Supt.  Schools,  Paterson, 
N.  J.  Bound  in  blue  cloth,  gold,  16mo,  290  pp.  Price, 
$1.25  ;  to  teachers,  $i.oo  ;  by  mail,  8  cents  extra. 

WHY    THIS    BOOK    IS    VALUABLE. 

1.  Pestalozzi  gave  New  England  its  educational  supremacy. 
The  Pestalozzian  wave  struck  this  coimtry  more  than  forty 

years  ago,  and  produced  a  mighty  shock.  It  set  New  Eng- 
land to  thinking.  Horace  Mann  became  eloquent  to  help  on 
the  change,  and  went  up  and  down  Massachusetts,  urging  in 
earnest  tones  the  change  proposed  by  the  Swiss  educator. 
What  gave  New  England  its  educational  supremacy  was  its 
reception  of  Pestalozzi's  doctrines.  Page,  Philbrick,  Barnard 
were  all  his  disciples. 

2.  It  is  the  work  of  one  of  the  best  expounders  of  Pes- 
talozzi. 

Forty  years  ago  there  was  an  upheaval  in  education.  Pes- 
talozzi's words  were  acting  like  yeast  upon  educators  ;  thou- 
sands had  been  to  visit  his  schools  at  Yverdun,  and  on  their 
return  to  their  own  lands  had  reported  the  wonderful  scenes 
they  had  witnessed.  Rev.  James  Currie  comprehended  the 
movement,  and  sought  to  introduce  it.  Grasping  the  ideas  of 
this  great  teacher,  he  spread  them  in  Scotland  ;  but  that 
country  was  not  elastic  and  receptive.  Still,  Mr.  Currie's 
presentation  of  them  wrought  a  great  change,  and  he  is  to  be 
reckoned  as  the  most  powerful  exponent  of  the  new  ideas  in 
Scotland.  Hence  this  book,  which  contains  them,  must  be 
considered  as  a  treasure  by  the  educator. 

3.  This  volume  is  really  a  Manual  of  Principles  of  Teaching. 
It  exhibits  enough  of  the  principles  to  make  the  teacher 

intelligent  in  her  practice.  Most  manuals  give  details,  but  no 
foundation  principles.  The  first  part  lays  a  psychological 
basis — the  only  one  there  is  for  the  teacher  ;  and  this  is  done 
in  a  simple  and  concise  way.  He  declares  emphatically  that 
teaching  cannot  be  learned  empirically.  That  is,  that  one  can- 
not watch  a  teacher  and  see  liow  he  does  it,  and  then,  imitat- 
ing, claim  to  be  a  teacher.     The  principles  must  be  learned. 

4.  It  is  a  Manual  of  Practicejn  Teaching. 


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E.  L.  KELLOGG  &  CO.,  NEW  YOBK  &  CHICAGO.   27 


Hughes' 


0\4istakes  in 


Teaching. 


By  James  J.  Hughes,  Inspector  of  Schools,  Toronto,  Canada. 
Cloth,  IGmo,  115  pp.  Price,  50  cents;  to  teachers,  40  cents; 
by  mail,  5  cents  extra. 

Thousands  of  copies  of  the  old 
edition  have  been  sold.  The  new 
edition  is  worth  double  the  old; 
the  material  has  been  increased, 
restated,  and  greatly  improved. 
Two  new  and  important  Chapters 
have  been  added  on  "Mistakes  in 
Aims,"  and  "Mistakes  in  Moral 
Training."  Mr.  Hughes  says  in  his 
preface:  "In  issuing  a  revised  edi- 
tion of  this  book,  it  seems  fitting  to 
acknowledge  gratefully  the  hearty 
appreciation  that  has  been  accorded 
it  by  American  teachers.  Realiz- 
ing as  I  do  that  its  very  large  sale 
indicates  that  it  has  been  of  service 
to  many  of  my  fellow-teachers,  I 
have  recognized  the  duty  of  enlarg- 
ing and  revising  it  so  as  to  make  it 
still  more  helpful  in  preventing 
of  the  common  mistakes  in  teaching 
and  training." 

This  is  one  of  the  six  books  recommended  by  the  N.  Y.  State 
Department  to  teachers  preparing  for  examination  for  State  cer- 
titicates. 

CAUTION. 

Our  new  authorized  copyright  edition,  entirely  rewritten  hy 
the  autluyr,  is  tlie  only  one  to  buy.  It  is  beautifully  printed  (lua 
handsomely  bound.     Get  no  other. 

CONTENTS  OF  OUR   NEW  EDITION. 

Chap.     I.     7  Mistakes  in  Aim. 
Chap.    II.  21  Mistakes  in  School  Management. 
Chap.  III.  24  Mistakes  in  Discipline. 
Chap.  IV.  27  Mistakes  in  Method. 
Chap.    V.  13  Mistakes  in  Moral  Training. 
Cliaps.  I.  and  V.  are  entirely  f-no. 


-^^    ^ 


James   L    Hughes.   Inspector 
Schools,  Toronto,  Canada. 


SEND  ALL  ORDERS  TO 

28    E.  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO. 


Chapter  II.  hits  the  mark.    The  titles  are: 


Mistake  8.  To  neglect  details  of  man- 
agement. 
9.  To  omit  yard  supervision. 

10.  To   abstain    from    playing   with 

children. 

11.  To  stand  too  near  the  class. 

12.  To  take  hold  of  a  pupil  to  put  him 

in  line. 

13.  To  give  many  demerit  marks. 

14.  Toceusure  trifling  errors  severely. 

15.  To  complain  or  grumble  much. 

16.  To  keep  pupils  in  at  recess. 

17.  To  invoke  higher  authority. 

18.  To  confound  giving  evidence  with 

talebearing. 

19.  To  be  late. 

20.  To  be   careless   about   personal 

habits. 


21.  To  sit  much  while  teaching. 

22.  To   give   commands    instead    of 

suggestions. 

23.  To  allow  pupils  to  be  frequently 

troublesome  without  notifying 
their  parents. 

24.  To  annoy  parents. 

25.  To  show  temper  in  dealing  with 

parents. 

26.  To  dispute  with  an  angry  parent 

before  the  class. 

27.  To  make  spiteful  remarks  about 

parents. 

28.  To     neglect     opportunities    for 

arousing  interest  of  parents  in 
school  enterprises. 


COMMENDATIONS. 

The  Schoolmaster  (England).—"  His  ideas  are  clearly  presented." 

Boston  Journal  of  Education.— "  Mr.  Hughes  evidences  a  thorough 
study  of  the  philosophy  of  education.  We  advise  every  teacher  to  invest 
50  cents  in  the  purchase  of  this  useful  volume." 

New  York  School  Journal.—"  it  will  help  any  teacher  to  read  this  book." 

Chicago  Educational  Weekly.—"  Only  long  expeiience  could  furnish 
the  author  so  fully  with  materials  for  sound  advice." 

Penn.  Teacher's  Advocate.—"  It  is  the  most  readable  book  w^e  have  seen 
lately." 

Educational  Journal  ofVirginia.— "  We  know  no  book  that  contains  so 
many  valuable  suggestions." 

Ohio  Educational  Monthly,—"  It  contains  more  practical  hints  than  any 
book  of  its  size  known  to  us." 

Iowa  Central  School  Journal.—"  We  know  of  no  book  containing  more 
valuable  suggestions." 

School  Bulletin,  N.  Y.— "  It  was  officially  adopted  as  a  text-book  for  the 
county  institutes  of  Iowa,  and  is  well  adapted  lor  the  purpose,  furnishing 
matter  for  discussion  and  emphasis." 

Louisiana  Journal  of  Education.—"  We  can  imagine  no  surer  way  of 
becoming  perfect  than  by  avoiding  the  mistakes  of  others." 

Educational  Record.—"  The  teacher  who  has  not  read  it  should  get  a 
copy  at  once." 
Western  (Kansas)  School  Journal.—"  Full  of  practical  suggestions." 
Central  (Iowa)  School  Journal.—"  This  is  a  famous  book." 
Education.— "  Only  long  experience  could  furnish  materials  for  such 
sound  advice." 

Educational  Crescent.— "A  real  genial,  kindly  friend,  suggesting,  help- 
ing, encouraging." 
C.  B.  Marine,  Co.  Supt.,  Iowa.—"  One  of  the  best  books  published." 
A.  B.  Fifleld,  Princ.  New  Haven.—"  I  can  testify  to  the  genuine  worth  of 
the  book." 


SBND  ALL  Ont)ERS  TO 

R  L.  KELLOOG  &  CO.,  NEW  YORK  d  CHTCAOO.   29 

Hughes  Securing  and  Retaining  Atten- 

TioN.  By  James  L.  Hughes,  Inspector  Schools,  Toronto, 
Canada,  author  of  "Mistakes  in  Teaching."  Cloth,  116  pp. 
Price,  50  cents;  to  teachers,  40  cents;  by  mail,  5  cents  extra. 

This  valuable  little  book  has  already  become  widely  known  to 
American  teachers.  Our  new  edition  has  been  almost  eniireli) 
re-written,  and  several  new  important  chapters  added.  It  is  the 
only  AUTHORIZED  COPYRIGHT  EDITION.     Gaution. — Buy  no  other. 

WHAT    IT   CONTAINS. 

I.  General  Principles;  11.  Kinds  of  Attention;  III.  Characteristics  of  Good 
Attention;  IV.  Conditions  of  Attention;  V.  Essential  Characteristics  of  the 
Teacher  in  Securing  and  Retaining  Attention;  VI.  How  to  Control  a  Class; 
VII.  Methods  of  Stimulating  and  Controlling  a  Desire  for  Knowledge;  VIII. 
How  to  Gratify  and  Develop  the  Desire  for  Mental  Activity;  IX.  Distracting 
Attention;  X.  Training  the  Power  of  Attention;  XI.  General  Suggestions 
regarding  Attention. 

TESTIMONIALS. 

S.  P.  Bobbins,  Pres.  McGill  Normal  School.  Montreal,  Can.,  writes  to  Mr. 
Hughes:—'*  It  is  quite  superfluous  for  me  to  say  that  your  little  books  are 
admirable.  I  was  yesterday  authorized  to  put  the  '  Attention  '  on  the  list 
of  books  to  be  used  in  the  Normal  School  next  year.  Crisp  and  attractive 
in  style,  and  mighty  by  reason  of  its  good,  sound  common-sense,  it  is  a 
book  that  every  teacher  should  know," 

Popular  Educator  (Boston):—"  Mr.  Hughes  has  embodied  the  best  think- 
ing of  \t&  life  in  these  pages," 

Central  School  Journal  (la.).—"  Though  published  four  or  five  years 
since,  this  book  has  steadily  advanced  in  popularity." 

Educational  Courant  (Ky.).—"  It  is  intensely  practical.  There  isn't  a 
mystical,  muddy  expression  in  the  book." 

Educational  Times  (England).—"  On  an  important  subject,  and  admir- 
ably executed." 

School  Guardian  (England).—"  We  unhesitatingly  recommend  it." 

New  England  Journal  of  Education.—"  The  book  is  a  guide  and  o 
manual  of  special  value." 

New  York  School  Journal.—"  Every  teacher  would  derive  benefit  from 
reading  this  volume." 

Chicago  Educational  Weekly.— "  The  teacher  who  aims  at  best  suc- 
cess should  study  it." 

Phil.  Teacher.—"  Many  who  have  spent  months  in  the  school-room  would 

be  benefited  by  it." 
Maryland  School  Journal.—"  Always  clear,  never  tedious." 
Va.  Ed,  Journal.—"  Excellent  hints  as  to  securing  attention." 
Ohio  Educational  Monthly.—"  We  advise  readers  to  send  for  a  copy." 
Pacific  Home  and  School  Journal.-"  An  excellent  little  manual." 
Prest.  James  H.  Hoose,  State  Normal  School,  Cortland,  N.  Y.,  says:— 

"The  book  must  prove  of  great  benefit  to  the  profession." 
Supt.  A.  W.  Edson,  Jersey  City,  N.  J.,  says:—"  A  good  treatise  has  long 

been  needed,  and  Mr.  Hughes  has  supplied  the  want." 


SiCiNO  ALL   (iRokus  'i'O 

E.  L.  KELLOOG  &  CO.,  NEW  YORK  &  CHICAGO.    31 

Dewey s  How  to  Teach  Manners  in  the 

School-Room.     By  Mrs.  Julia  M.  Dewey,  Priucipal  of  the 
Normal  School  at  Lowell,  Mass.,  formerly  Siipt.  of  Schools 
at  Hoosick  Falls,  N.  Y.     Cloth,  16mo,  104  ])p.     Price,  50 
cents;  to  teacJiers,  40  cents;  by  mail,  5  cents  extra. 
Many  teachers  consider  the  manners  of  a  pupil  of  little  impor- 
tance so  long  as  he  is  industrious.     But  the  boys  and  girls  are  to 
be  fathers  and  mothers;  some  of  the  boys  will  stand  in  places  of 
importance  as  professional  men,  and  they  will  carry  the  mark  of 
ill-breeding  all  their  lives.     Manners  can  be  taught  in  the  school- 
room: they  render  the  school-room  more  attractive;  they  banish 
tendencies  to  misbehavior.    In  this  volume  Mrs.  Dewey  has  shown 
how  manners  can  be  taught.     The  method  is  to  present  some  fact 
of  deportment,  and  then  lead  the  children  to  discuss  its  bearings; 
thus  they  learn  why  good  manners  are  to  be  learned  and  practised. 
The  printing  and  binding  are  exceedingly  neat  and  attractive." 

OUTLINE    OF    CONTENTS. 

Introduction. 

General  Directions. 

Special  Directions  to  Teachers. 


Lessons  on  Manners  for  Youngest 

Pupils. 
Lessons  on   Manners  — Second  Two 

Years. 
Manners  in  School— First  Two  Years. 

"  "  Second        '* 

Mannei-s  at  Home— First  " 

"  *'  Second        " 

Manners  in  Public— First  " 

"  Second       " 


Table  Manners— First  Two  Years. 

'•  "  Second 

Lessons  on  Manners  for  Advanced 

Pupils. 
Manners  in  School. 
Personal  Habits 
Manners  in  Public. 
Table  Manners. 
Manners  in  Society. 
Miscellaneous  Items. 
Practical  Traininpr  in  Manners. 
Suggestive    Stories,    Fables,   Anec- 
dotes, and  Poems. 
Memory  Gems. 


Central  School  Journal.— "It  furnishes  illustrative  lessons." 
Texas  School  Journal.—"  They  (the  pupils)  will  cany  the  mark  of  ill- 
breeding  all  their  lives  (uule.ss  taught  otherwise)." 

Pacific  Ed.  Journal.—"  Principles  are  enforced  by  anecdote  and  conver- 
sation." 
Teacher's  Exponent.— "We  believe  such  a  book  will  be  very  welcome." 
National  Educator.—  "  Common-sense  suggestions." 
Ohio  Ed.  Monthly.—"  Teachers  would  do  well  to  get  it." 
Nebraska    Teacher.—"  Many  teachers  consider  manners  of  little  im- 
portance', but  some  of  the  boys  will  stand  in  places  of  importance." 
School  Educator.— "The  spirit  of  the  author  is  commendable." 
School  Herald.—"  These  lessons  are  full  of  suggestions." 
Va.  School  Journal. — "Lessons  furnished  in  a  delightful  style." 
Miss.  Teacher.  —"  The  best  presentation  we  have  seen." 
Ed.  Courant.  — "  It  is  simple,  straightforward,  and  plain." 
Iowa  Normal  Monthly.—"  Practical  and  well-arranged  lessons  on  man- 
ners." 

Progressive  Educator.— "Will  piove  to  be  most  helpful  to  the  teacher 
who  desires  her  pupils  to  be  well-muiniered." 


I^SSND  ALL  ORDBIIS  TO 

32  E.  L.  KELLOGG  &  CO..  NEW  YORK  &  CHICAGO, 

Johnsons  Education  by  T)aing. 

Education  by  Doing :    A  Book  of  Educative  Occupations 

for  Children  in  School.    By  Anna  Johnson,  teacher  to 

the  Children's  Aid  Schools  of  New  York  City.    With  a 

prefatory  note  by  Edward  R.  Shaw,  of  the  High  School  of 

Yonkers,  N.  Y.    Handsome  red  cloth,  gilt  stamp.     Price, 

75  cents  ;  to  teachers,  60  cents  ;  by  mail,  5  cents  extra. 

Thousand  of  teachers  are  asking  the  question  :  "  How  can  I 

keep  my  pupils  profitably  occupied?"     This  book  answers 

the  question.    Theories  are  omitted.     Every  line  is  full  of 

instruction. 

1.  Arithmetic  is  taught  with  blocks,  beads,  toy-money,  etc. 

2.  The  tables  are  taught  by  clock  dials,  weights,  etc. 

3.  Form  is  taught  by  blocks. 

4.  Lines  with  sticks. 

5.  Language  with  pictures. 

6.  Occupations  are  given. 

7.  Everything  is  plain  and  practical. 

EXTRACT  FROM  PREFACTORY  NOTE. 

"  In  observing  the  results  achieved  by  the  Kindergarten,  educators 
have  felt  that  Froebel's  great  discovery  of  education  by  occupations 
must  have  something  for  the  public  schools— that  a  f  virther  application 
of  'the  putting  of  experience  and  action  in  the  place  of  books  and 
abstract  thinking,'  could  be  made  beyond  the  fifth  or  sixth  year  of  the 
child's  life.  This  book  is  an  outgrowth  of  this  idea,  conceived  in  the 
spirit  of  the  *  New  Education.' 

"  It  will  be  widely  welcomed,  we  believe,  as  it  gives  concrete  methods 
of  work  —the  very  aids  primary  teachers  are  in  search  of.  There  has  ■ 
been  a  wide  discussion  of  the  subject  of  education,  and  there  exists  no 
little  confusion  in  the  mind  of  many  a  teacher  as  to  how  he  should  im- 
prove upon  methods  that  have  been  condemned." 

Supt.   J.  "W.  Skinner,  Children's  Aid  Schools,  says:— "It  is  highly 
appreciated  by  our  teachers.    It  supplies  a  want  felt  by  all." 
Toledo  Blade.—"  The  need  of  this  book  has  been  felt  by  teachers." 
School  Education.—"  Contains  a  great  many  fruitful  suggestions." 
Christian  Advance.— "  The  method  is  certainly  philosophical." 
Va.  Ed.  Journal.—"  The  book  is  an  outgrowth  of  Froebel's  idea." 
Fhiladelpliia  Teacher.—"  The  book  is  full  of  practical  information." 
Iowa  Teacher.— "Kellogg's  books  are  all  good,  but  this  is  the  best 
for  teachers. 
The  Educationist.—"  We  regard  it  as  very  valuable." 
School  Bulletin.—"  We  think  well  of  this  book  " 
Chicago  Intelligence.—"  Will  be  found^a  very  serviceable  book." 


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,     E.  L,  KELLOGG  <&  CO.,  NEW  YORK  &  CHICAGO.  33 

Vatridges  "  QtUncy  [Methods!' 

The  "  Quincy  Methods,"  illustrated  ;  Pen  photographs  from 
the  Quincy  schools.     By  Lelia  E.  Patridge.    Illustrated 
with  a  number  of  engravings,  and  two  colored  plates. 
Blue  cloth,  gilt,  12mo,  686  pp.    Price,  $1.75  ;  to  teachers^ 
$1.40  ;  by  mail,  13  cents  extra. 
"When  the  schools  of  Quincy,  Mass.,  became  so  famous 
under  the  superintendence  of  Col.  Francis  W.  Parker,  thou- 
sands of  teachers  visited  them.    Quincy  became  a  sort  of 
"  educational  Mecca,"  to  the  disgust  of  the  routinists,  whose 
schools  were  passed  by.      Those   who   went  to  study   the 
methods  pursued  there  were  called  on  to  tell  what  they  had 
seen.    Miss  Patridge  was  one  of  those  who  visited  the  schools 
of  Quincy ;  in  the  Pennsylvania  Institutes  (many  of  which 
she  conducted),  she  found  the  teachers  were  never  tired  of 
being  told  how  things  were  done  in  Quincy.    She  revisited 
the  schools  several  times,  and  wrote  down  what  she  saw  ;  then 
the  book  was  made. 

1.  This  book  presents  the  actual  practice  in  the  schools  of 
Quincy.    It  is  composed  of  "  pen  photographs." 

2.  It  gives  abundant  reasons  for  the  great  stir  produced  by 
the  two  words  "  Quincy  Methods."  There  are  reasons  for  the 
discussion  that  has  been  going  on  among  the  teachers  of  late 
years. 

3.  It  gives  an  insight  to  principles  underlying  real  educa- 
tion as  distinguished  from  book  learning. 

4.  It  shows  the  teacher  not  only  what  to  do,  but  gives  the 
way  in  which  to  do  it. 

5.  It  impresses  one  with  the  spirit  of  the  Quincy  schools. 
r».  It  shows  the  teacher  how  to  create  an  atmosphere  of  hap- 
piness, of  busy  work,  and  of  progress. 

7.  It  shows  the  teacher  how  not  to  waste  her  time  in  worry- 
ing over  disorder. 

8.  It  tells  how  to  treat  pupils  with  courtesy,  and  get  cour- 
tesy back  again. 

9.  It  presents  four  years  of  work,  considering  Number, 
Color,  Direction,  Dimension,  Botany,  Minerals,  Form,  Lan- 
guage, Writing,  Pictures,  Modelling,  Drawing,  Singing, 
Geography,  Zoology,  etc. ,  etc. 

10.  There  are  686  pages;  a  large  book  devoted  to  the  realities 
of  school  life,  in  realistic  descriptive  language.  It  is  plain, 
real,  not  abstruse  and  uninteresting. 

11.  It  gives  an  insight  mto  real  education,  the  education 
urged  by  Pestalozzi,  Froebeli  Mann,  Page,  Parker,  etc. 


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E.  L.  KELLOGG  &  CO.,  NEW  YOBIC  c&  CHICAGO.     35 

Shaw  and  T)onneWs  School  Devices. 

"  School  Devices."  A  book  of  ways  and  suggestions  for  teachers. 
By  Edward  R.  Shaw  and  Webb  Donnele,  of  the  High  School  at 
Yonkers,  N.  Y.  Illustrated.  Dark-blue  cloth  binding,  gold, 
16rao,  289  pp.  Price,  SI. 25 ;  to  teachers,  $1.00 ;  by  mail,  9  cents 
extra. 

This  valuable  book  has  just  been  greatly  im- 
proved by  the  addition  of  nearly  75  pages  of 
entirely  new  material. 

IWA  BOOK  OF  "WAYS"  FOR  TEACHERS...^ 

Teaching  is  an  art ;  there  are  "  ways  to  do  it."  This  book  is  made 
to  point  out  "  ways,"  and  to  help  by  suggestions. 

1.  It  gives  "ways"  for  teaching  Language,  Grammar,  Reading, 
Spelling,  Geography,  etc.  These  are  in  many  cases  novel;  they  are 
designed  to  help  attract  the  attention  of  the  pupil. 

2.  The  "  ways"  given  are  not  the  questionable  "  ways"  so  often  seen 
practised  in  school-rooms,  but  are  in  accord  with  the  spirit  of  modem 
educational  ideas. 

3.  This  book  will  afford  practical  assistance  to  teachers  who  wish  to 
keep  their  work  from  degenerating  into  mere  routine.  It  gives  them, 
in  convenient  form  for  constant  use  at  the  desk,  a  multitude  of  new 
ways  in  which  to  present  old  truths.  The  great  enemy  of  the  teacher 
is  want  of  interest.  TJieir  methods  do  not  attract  attention.  There  is 
no  teaching  unless  there  is  attention.  The  teacher  is  too  apt  to  think 
there  is  but  one  "way"  of  teaching  spelling ;  he  thus  falls  into  a  rut. 
Now  there  are  many  "ways"  of  teaching  spelling,  and  some  "ways" 
are  better  than  others.  Variety  must  exist  in  the  school-room ;  "the 
authors  of  this  volume  deserve  the  thanks  of  the  teachers  for  pointing 
out  methods  of  obtaining  variety  without  sacrificing  the  great  end 
sought— scholarship.  New  "ways"  induce  greater  effort,  and  renewal 
of  activity. 

4.  The  book  gives  the  result  of  large  actual  experience  in  the  school- 
room, and  will  meet  the  needs  of  thousands  of  teachers,  by  placing  at 
their  command  that  for  which  visits  to  other  schools  are  made,  insti- 
tutes and  associations  attended,  viz.,  new  ideas  and  fresh  and  forceful 
ways  of  teaching.  The  devices  given  under  Drawing  and  Physiology 
are  of  an  eminently  practical  nature,  and  cannot  fail  to  invest  these 
subjects  with  new  interest.  The  attempt  has  been  made  to  present 
only  devices  of  a  practical  character. 

5.  The  book  suggests  "ways"  to  make  teaching  effective;  it  is  not 
simply  a  book  of  new  "ways,"  but  of  "ways"  that  will  produce  good 
results, 


SEND  ALIi  ORDERS  TO 

E.  L.  KELLOGG  cfc  CO.,  NKW  YORK  &  CHICAGO.  37 


Seeleys   Grubes   Method  of   Teacbino 

ARITHMETIC.  Explained  and  illustrated.  Also  the  im 
provements  on  the  method  made  by  the  followers  of 
Grube  in  Germany.  By  Levi  Seeley,  Ph.D.  Cloth, 
176  pp.  Price,  $1.00;  to  teachers  80  cents;  by  mail, 
7  cents  extra. 

1.  It  IS  A  Philosophical 
Work. — This  book  has  a  sound 
philosophical  basis.  The  child 
does  not  (as  most  teachers  seem 
to  think)  learn  addition,  then 
subtraction,  then  multiplica- 
tion, then  division;  he  learns 
these  processes  together.  Grube 
saw  this,  and  founded  his  sys- 
tem on  this  fact. 

2.  It  Follows  NaT'jre's 
Plan. — Grube  proceeds  to  de- 
veloi)  (so  to  speak)  the  method 
by  which  the  child  actually  be- 
comes (if  he  ever  does)  ac- 
quainted with  1,  2,  3,  4,  5,  etc. 
This  is  not  done,  as  some  sup- 
pose, by  writing  them  on  a 
slate.  Nature  has  her  method  ; 
she  begins  witli  things;  after 

handling  two  things  in  certain  ways,  the  idea  of  two  is  ob- 
tained, and  so  ot  other  numbers.  The  chief  value  of  this 
hook  then  consists  in  showing  ivhat  may  he  termed  the  way 
nature  teaches  the  child  number. 

3.  It  is  Valuable  to  Primary  Teachers.— It  begins  and 
shows  how  the  child  can  be  tanght  1,  then  2,  then  3,  &c. 
Hence  it  is  a  work  especially  valuable  for  the  primary  teacher. 
It  gives  much  space  to  showing  how  the  nimabers  up  to  10  are 
taught;  for  if  this  be  correctly  done,  the  pupil  will  almost 
teach  himself  the  rest. 

4.  It  Can  Be  Used  in  advanced  Grades.— It  discusses 
methods  of  teaching  fractions,  percentage,  etc.,  so  that  it  is  a 
work  valuable  for  all  classes  of  teachers. 

5.  It  Guides  the  Teacher's  Work. — It  shows,  for  exam- 
ple, what  the  teacher  can  appropriately  do  the  first  year,  what 
the  second,  the  third,  and  the  fourth.  More  than  this,  it  sug- 
gests work  for  the  teacher  she  would  otherwise  omit. 

Taking  it  altogether,  it  is  the  best  work  on  teaching  num' 
her  ever  published.    It  isvery  handsomely  printed  and  bound. 


DR.  LEVI  SEELEY. 


SEND  AI,t.  ORDERS  TO 

40   E.  L.  KELLOGO  <&  CO.,  NEW  YORK  &  GHICAQO. 

IVoodbuirs  Simple  Experiments  for  the 

School-Room.      By   Prof.    John    F.    Woodhull.    Prof,   of 
Natural  Science  in  the  College  for  the  Training  of  Teachers, 
New  York  Cit}^  author  of  "Manual  of  Home-Made  Appa- 
ratus."   Cloth,  16mo.     Price,  50  cents;  to  teachers,  40  cents; 
by  mail,  5  cents  extra. 
This  book  contains  a  series  of  simple,  easily-made  experiments, 
to  perform  which  will  aid  the  comprehension  of  every-day  phe- 
nomena.    They  are  really  the  very  lessons  given  by  the  author  in 
the  Primary  and  Grammar  Departments  of  the  Model  School  in 
the  College  for  the  Training  of  Teachers,  New  York  City. 

The  apparatus  needed  for  the  experiments  consists,  for  the  most 
part,  of  such  things  as  every  teacher  will  find  at  hand  in  a  school- 
room or  kitchen.  The  experiments  are  so  connected  in  logical 
order  as  to  form  a  continuous  exhibition  of  the  phenomena  of 
combustion.  ThU  book  is  not  a  science  catechism.  Its  aim  is  to 
train  the  child's  mind  in  habits  of  reasoning  by  experimental 
methods. 

These  experiments  should  be  made  in  every  school  of  our 
country,  and  thus  bring  in  a  scientific  method  of  dealing  with 
nature.  The  present  method  of  cramming  children's  minds  with 
isolated  facts  of  which  they  can  have  no  adequate  comprehension 
is  a  ruinous  and  unprofitable  one.  This  book  points  out  the 
method  employed  by  the  best  teachers  in  the  best  schools. 

WHAT    IT    CONTAINS. 


I.  Experiments  with  Paper. 
II.  "  "  Wood. 

III.  "  "  a  Candle. 

IV.  "  "  Keroseoe. 
V.  Kindling  Temperature. 


VI.  Air  as  an  Agent  in  Combustion. 
VII.  Products  of  Complete     " 
VIII.  Cun-ents  of  Air,  etc.— Ventila- 
IX.  Oxygen  of  tlie  Air.  [tion. 

X.  Chemical  Changes. 


In  all  there  are  91  experiments  described,  illustrated  by  35 
engravings. 

Jas.  H.  Canfield,  Univ.  of  Kans.,  Lawrence,  says:—"  I  desire  to  say  most 
emphatically  that  the  method  pursued  is  the  only  true  one  in  all  school 
work.  Its  spirit  is  admirable,  Ws  need  and  must  have  far  more  of  this 
instruction." 

J.  C.  Packard,  Univ.  of  Iowa,  Iowa  City,  says:—"  For  many  years  shut  up 
to  the  simplest  forms  of  illustrative  apparatus,  I  learned  that  the  necessity 
was  a  blessing,  since  so  much  could  be  accomplished  by  home-made  ap- 
paratus—inexpensive and  effective." 

Henry  R.  Russell,  Woodbury,  N.  J.,  Supt.  of  the  Friends  School:— "Ad- 
mirable little  book.    It  is  just  the  kind  of  book  we  need." 

S.  T.  Button,  Supt.  Schools,  New  Haven,  Ct.— "  Contains  just  the  kind  of 
help  teachers  need  in  adapting  natural  science  to  common  schools." 


SEND  Alili  ORDERS  TO 

E.  L,  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO.  41 

Kelhggs  School  [Management: 

"  A  Practical  Guide  for  the  Teacher  in  the  School-Room.*' 

By  Amos  M.  Kellogg,  A.M.  Sixth  edition.    Revised  and 

enlarged.    Cloth,  138  pp.    Price,  75  cents  ;  to  teachers,  60 

cents  ;  by  mail,  5  cents  extra. 

This  book  takes  up  the  most  difficult  of  all  school  work, 

viz. :  the  Government  of  a  school,  and  is  filled  with  original 

and  practical  ideas  on  the  subject.    It  is  invaluable  to  the 

teacher  who  desires  to  make  his  school  a  "  well-governed " 

school. 

1.  It  suggests  methods  of  awakening  an  interest  in  the 
studies,  and  in  school  work.  "The  problem  for  the  teacher," 
says  Joseph  Payne,  "  is  to  get  the  pupil  to  study."  If  he  can  do 
this  he  will  be  educated. 

2.  It  suggests  methods  of  making  the  school  attractive. 
Ninety-nine  hundredths  of  the  teachers  think  young  people 
should  come  to  school  anyhow  ;  the  wise  ones  knov/  that  a 
pupil  who  wants  to  come  to  school  will  do  something  when 
he  gets  there,  and  so  make  the  school  attractive. 

3.  Above  all  it  shows  that  the  pupils  will  be  self -governed 
when  well  governed.  It  shows  how  to  develop  the  process  of 
self-government. 

4.  It  shows  how  regular  attention  and  courteous  behaviour 
may  be  secured. 

5.  It  has  an  admirable  preface  by  that  remarkable  man  and 
teacher.  Dr.  Thomas  Hunter,  Pres.  N.  Y.  City  Normal  College. 

Home  and  School.—"  Is  just  the  book  for  every  teacher  who  wishes 
to  bo  a  better  teacher." 

Educational  Journal.—"  It  contains  many  valuable  hints." 
Boston  Journal  of  Education.— "  It  is  the  most  humane,  instructive, 
orig^inal  educational  work  wc  have  read  in  many  a  day." 

Wis.  Journal  of  Education.—"  Commends  itself  at  once  by  the  num- 
ber of  ingenious  devices  for  securing  order,  industry,  and  interest. 

Iowa  Central  School  Journal.—"  Teachers  will  find  it  a  helpful  and 
suggestive  book." 

Canada  Educational  Monthly.—"  Valuable  advice  and  useful  sugges- 
tions." 

Normal  Teacher.—"  The  author  believes  the  way  t«  manage  is  to  civ- 
ilize, cultivate,  and  refine." 

School  Moderator.—"  Contains  a  large  amount  of  valuable  reading ; 
school  government  is  admirably  presented." 

Progressive  Teacher,— "  Should  occupy  an  honored  place  in  every 
teacher's  library." 

Ed.  Courant.— "  It  will  help  the  teacher  greatly.' 

V»,  £d>  Journal,—"  The  author  4f»W8  from  a  large  experience." 


SEND  ALL  ORDERS  TO 

E.  L.  KELLOGG  d  CO.,  J^EW  YOllK  &  CHICAGO. 


Autobiography  of  Froebel. 

Materials  to  Aid  a  Compueilension  op  the  Works  of    the 

Founder    of    the    Kindergarten.      ]6mo,    large,  clear   type, 

128  pp.     Cloth,  16mo,  50  cents;  to  teachers,  40  cents;  by  mail,  5 

cents  extra. 

This  little  volume  will  be  welcomed  by  all  who  want  to  get  a  good 

idea  of  Froebel  and  the  kindergarten. 

This  volume  contains  besides  the 
autobiography— 

1.  Important  dates  connected  with 
the  kindergarten. 

2.  Froebel  and  the  kindergarten 
system  of  education  by  Joseph 
Payne. 

3.  Froebel  and  his  educational 
work. 

4.  Froebel's  educational  views  (a 
summary). 

In  this  volume  the  student  of  edu- 
cation will  find  materials  for  con- 
structing, in  an  intelligent  manner, 
an  estimate  and  comprehension  of 
the  kindergart(m.  The  life  of 
Froebel,  mainly  by  his  own  hand,  is 
very  helpful.  In  this  we  sea  the 
working  of  his  mind  when  a  youth; 
he  lets  us  see  how  he  felt  at  being 
misunderstood,  at  being  called  a  bad 
boy,  and  his  pleasure  when  face  to  face  with  Nature.  Gradually  w« 
see  there  was  crystallizing  in  him  a  comprehension  of  the  means  that 
would  bring  harmony  and  peace  to  the  minds  of  young  people. 

The  analysis  of  the  views  of  Froebel  will  be  of  great  aid.  We  see 
that  there  was  a  deep  philosophy  in  this  plain  German  man ;  he  wns 
studying  out  a  plan  by  which  the  usually  wasted  years  of  younu  chil- 
dren could  be  made  productive.  The  volume  will  be  of  great  valne  not 
only  to  every  kindergartner,  but  to  all  who  wish  to  understand  the 
philosophy  of  mental  development. 

La.  Journal  of  Education.—"  An  excellent  little  work." 

W.  Va.  School  Journal.—"  Will  be  of  great  value." 

Educational  Courant,  Ky.— "  Ought  to  have  a  very  extensive  circulation 

among  the  teachers  of  the  country." 

Educational  Eecord,  Can.— "Ought  to  be  in  the  hands  of  every  pro- 
fessional teacher." 

Western  School  Journal.—"  Teachers  will  find  in  this  a  clear  account  of 
Froebel's  life." 

School  Education.— "  Froebel  tells  his  own  story  better  than  any  com- 
mentator." 

Michigan  Moderator.—"  Will  be  of  great  value  to  all  who  wish  to  under- 
stand ihe  philosophy  of  mental  development." 


Freidrich  Froebel. 


SEND  ALL  on  DEI!  S   TO 

E.  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO.  43 

*_ 

Brownings  Educational  Theories, 

By  Oscar  Bkowning,  M.xV.,  of  King's  College,  Cambridge, 

Eng.     No.  8  of  Reading  Circle  Library  Series.     Cloth,  IGnio, 

237  pp.     Price,  50  cents;   to  teacliers,  40  cents;  by  mail,  5 

cents  extra. 

This  work  has  been  before  the  public  some  time,  and  for  a 

general  sketch  of  the  History  of  Education  it  has  no  superior. 

Our  edition  contains  several  new  features,  making  it  specially 

valuable  as  a  text-book  for  Normal  Schools,  Teachers'  Classes, 

Reading  Circles,  Teachers'  Institutes,  etc.,  as  well  as  the  student 

of  education.     These  new  features  are:  (1)  Side-heads  giving  the 

subject  of  each  paragraph;  (2)  each  cha])ter  is  followed  by  an 

analysis;    (3)   a  very  full   neic  index;   (4)  also   an  appendix  on 

"Froebel,"  and  the  "  American  Common  School." 

OUTLINE  OF   CONTENTS. 

I.  Education  among  the  Greeks — Music  and  Gymnastic  Theo- 
ries of  Plato  and  Aristotle;  II.  Roman  Education — Oratory;  III. 
Humanistic  Education;  IV.  The  Realists— Ralich  and  Comcnius; 
V.  The  Naturalists  —  Rabelais  and  Montaigne;  VI.  English 
Humorists  and  Realists— Roger  Ascham  and  John  Milton;  VII. 
Locke;  VIII.  Jesuits  and  Jansenists;  IX.  Rousseau;  X.  Pes- 
talozzi;  XI.  Kant,  Fichte,  and  Herbart;  XII.  The  English  Pub- 
lio-  School ;  XIII.  Froebel ;  XIV.  The  American  Common 
School. 

PRESS   NOTICES. 

Ed.  Courant. — "Tliis  edition  surpasses  others  in  its  adaptability  to  gen- 
eral use." 

Col.  School  Journal.—""  C'an  be  used  as  a  text-book  in  the  Ilistojy  of 
Education." 

Pa.  Ed.  News.— "A  volume  that  can  be  used  as  a  textbook  on  tlie  His- 
tory of  Jiducatioii." 

School  Education,  Minn.—"  TJepinning  with  the  Greeks,  the  author  pre- 
sents a  brief  l>ut  clear  outline  of  the  leading  educational  theories  down  to 
the  present  time." 

Ed.  Keview,  Can.— "A  bnoU  like  tin's,  introducing  the  teacher  to  the  great 
minds  that  have  worked  in  the  same  field,  cannot  but  be  a  powerful  stimulus 
to  hint  in  his  woik." 


SEND  ALL  OEDKES  TO 

41    E.  L.  KELLOGG  &  CO., 'l^  CLINTON  PL  ACE,  N.  Y. 


INDUSTRIAL- 
EDUCATION^ 


Loves  Industrial  Education, 

Industrial  Education  ;  a  guide  to  Manual  Training.  By 
Samuel  G.  Love,  principal  of  the  Jamestown,  (N.  Y.) 
public  schools.  Cloth,  12mo,  830  pp.  with  40  full-page 
plates  containing  nearly  400  figures.  Price,  $1.75  ;  to 
teachers,  $1.40  ;  by  mail,  12  cents  extra. 
1.  Industrial  Education  not  understood.  Probably  the  only 
aian  who  has  wrought  out  the  problem  in  a  practical  way  is 

Samuel  G.  Love,  the  superin- 
tendent of  the  Jamestown  (N. 
Y.)  schools.  Mr.  Love  has  now 
about  2,4<'0  children  in  the 
primary,  advanced,  and  high 
schools  under  his  charge  ;  lie 
is  assisted  by  fifty  teachers,  so 
tliat  an  admirable  opportunity 
was  offered.  In  1674  (about 
fourteen  years  ago)  Mr.  Love 
began  his  experiment ;  gradu- 
ally he  introduced  one  occu- 
pation, and  then  another,  uiitil 
at  last  nearly  all  the  pupils  aie 
following  some  form  of  educate 
ing  work. 

2.  Why  it  is  demanded.  The 
reasons  for  introducing  it  are 
clearly  stated  by  Mr.  Love.  It 
was  done  because  the  educa- 
tion of  the  books  left  the  pu, 
nils  unfitted  to  meet  the  prac- 
tical problems  the  world  asks  them  to  solve.  The  world  does 
not  have  a  field  ready  for  the  student  in  book-lore.  The  state- 
ments of  Mr.  Love  should  be  carefully  read. 

3.  It  is  an  educational  hook.  Any  one  can  give  some 
formal  work  to  girls  and  boys.  What  has  been  needed  has 
been  some  one  who  could  find  out  what  is  suiied  to  the  little 
child  who  is  in  the  *'  First  Reader,"  to  the  one  who  is  in  the 
**  Second  Reader,"  and  so  on.  It  must  be  remembered  the 
effort  is  not  to  make  carpenters,  and  type-setters,  and  dress- 
makers of  boys  and  girls,  but  to  educate  thetn  by  these  occupor 
tions  better  than  without  them- 


=LOVE» 


SEND   ALL   OR  DEI!  r.   TO 

E.  L.  KELLOGG  &  CO.,  NEW  YOllK  cfi  CHICAGO.  43 

— — — — ft_ 

Brownings  Educational  Theories, 

By  Oscar  Browning,  M.A.,  of  King's  College,  Cambritlge, 

Eng.     No.  8  of  Beading  Circle  Library  Series.     Cloth,  ICnio, 

237  pp.     Price,  50  cents;   to  iea^Jiers,  40  cents;  by  mail,  5 

cents  extra. 

This  work  has  been  before  the  public  some  time,  and  for  a 

general  sketch  of  the  Histor}'-  of  Education  it  has  no  superior. 

Our  edition  contains  several  new  features,  making  it  specially 

valuable  as  a  text-book  for  Normal  Schools,  Teachers'  Classes, 

Reading  Circles,  Teachers'  Institutes,  etc.,  as  well  as  the  student 

of  education.     These  new  features  are:  (1)  Side-heads  giving  the 

subject  of  each  paragraph;  (2)  each  chai)ter  is  followed  by  an 

analysis;    (3)  a  very  full   neic  index;   (4)  also   an  appendix  on 

"Eroebel,"  and  the  "American  Common  School." 

OUTLINE  OF   CONTENTS. 

I.  Education  among  the  Greeks — Music  and  Gymnastic  Theo- 
ries of  Plato  and  Aristotle;  II.  Roman  Education — Oratory;  111. 
Humanistic  Education;  IV.  Hie  Realists— Ratich  and  Comcnius; 
V.  The  Naturalists  —  Rabelais  and  Montaigne;  VI.  English 
Humorists  and  Realists— Roger  Ascham  and  John  Milton;  VII. 
Locke;  VIII.  Jesuits  and  Jansenists;  IX.  Rousseau;  X.  Pes- 
talozzi;  XI.  Kant,  Fichte,  and  Herbart;  XII.  The  English  Pub- 
lio  School ;  XIII.  Froebel ;  XIV.  The  American  Common 
School. 

PRESS   NOTICES. 

Ed.  Courant.— "  This  editiou  Kurp;isscs  others  in  its  adaptabihty  to  gen- 
eral use." 

Col.  School  Journal.— "  C'an  be  used  as  a  text-book  in  the  Ili.stoiy  of 
Education." 

Pa.  Ed.  News.—"  A  volume  that  can  be  used  as  a  text-book  on  the  His- 
tory of  Education." 

School  Education,  Minn.—"  Bepinninp  with  the  Greeks,  the  author  i)re- 
sents  a  brief  but  clear  outline  of  tlie  leading  educational  theories  down  to 
the  present  time." 

Ed,  Review,  Can. — "A  book  like  llils.  introducinpr  the  teacher  to  the  great 
niitids  that  have  worked  in  the  same  field,  cannot  but  be  a  powerful  stiniulu^! 
to  him  in  hi!^  woik." 


SEND  ALL  OEDEES  TO 

41    E.  L.  KELLOGG  &  CO.,  25  CLINTON  PL  ACE.  N.  Y, 


^INDUSTRIAL 
EDUCATION^ 


Laves  Industrial  Education, 

Industrial  Education  ;  a  guide  to  Manual  Training.  By 
Samuel  G.  Love,  principal  of  the  Jamestown,  (N.  Y.) 
public  schools.  Cloth,  12mo,  830  pp.  with  40  full-page 
plates  containing  nearly  400  figures.  Price,  $1.75  ;  to 
teachers,  $1.40  ;  by  mail,  12  cents  extra. 
1.  Industrial  Education  not  understood.  Probably  the  only 
aian  who  has  wrought  out  the  problem  in  a  ])ractical  way  is 

Samuel  G.  Love,  the  superin- 
tendent of  the  Jamestown  (N. 
Y.)  schools.  Mr.  Love  has  now 
about  2,4''0  children  in  the 
primary,  advanced,  and  high 
schools  under  his  charge  ;  he 
is  assisted  by  fifty  teachers,  so 
tliat  an  admirable  opportunity 
was  offered.  In  1674  (about 
fourteen  years  ago)  Mr.  Love 
began  his  experiment ;  gradu- 
ally he  introduced  one  occu- 
pation, and  then  another,  until 
at  last  nearly  all  the  pupils  are 
following  some  form  of  educat' 
ing  work. 

2.  Why  it  is  demanded.  Tlie 
reasons  for  introducing  it  arc 
clearly  stated  by  Mr.  Love.  It 
was  done  because  the  educa- 
tion of  the  books  left  the  pu, 
pils  unfitted  to  meet  the  prac- 
tical  problems  the  w^orld  asks  them  to  solve.  The  world  does 
not  have  a  field  ready  for  the  student  in  book-lore.  The  state- 
ments of  Mr.  Love  should  be  carefully  read. 

3.  It  is  an  educational  book.  Any  one  can  give  some 
formal  work  to  girls  and  boys.  WJiat  has  been  needed  has 
been  some  one  who  could  find  out  what  is  sui/;ed  to  the  little 
child  who  is  in  the  *'  First  Reader,"  to  the  one  who  is  in  the 
"Second  Reader,"  and  so  on.  It  must  be  remembered  the 
effort  is  not  to  make  carpenters,  and  type-setters,  and  dress- 
makers of  boys  and  girls,  but  to  educate  them  by  these  occupor 
tiona  better  than  without  them* 


--LOVE' 


SEND  ALL  ORDERS  TO 

46    E.  L.  KELLOGG  &  CO.,  NEW  YORK  <&  CHICAGO. 

Leland's  Tractical  Editcation. 

By  Chas.  G.  Leland,  late  director  of  the  Public  Industrial  Art 
School,  Phila.,  Pa.,  and  author  of  books  on  Industrial  Education. 
Cloth,  12mo,  380  pp.  Price,  $2.00;  to  teachers,  $1.60;  by  mail,  10 
cents  extra. 

This  is  a  valuable  volume  on  manual  training,  recently  published 
by  Mr.  Leland  in  England.  It  treats  of  the  development  of  Memory, 
the  increasing  quickness  of  perception,  and  training  the  constructive 
faculty. 

Mr.  Leland  was  the  first  person  to  introduce  hidxistrial  Art  as  a 
branch  of  education  in  the  public  schools  of  America.  The  Bureau  of 
Education  at  Washington,  observing  the  success  of  his  work,  employed 
him  in  1862  to  write  a  pamphlet  showing  how  hand- work  could  be  taken 
or  taught  in  schools  and  families.  It  is  usual  to  issue  only  15,000  of 
these  pamphlets,  but  so  great  was  the  demand  for  this  that  in  two  years 
after  its  issue  more  than  60,000  were  given  to  applicants.  This  work 
will  be  found  greatly  enlarged  in  "  Practical  Education."  Owing  to  it 
thousands  of  schools,  classes,  or  clubs  of  industrial  art  were  established 
in  England,  America,  and  Austria.  As  at  present  a  great  demand  exists 
for  information  as  to  organizing  Technical  Education,  this  forms  the 
first  part  of  the  work.  In  it  the  author  indicates  that  all  the  confusion 
and  difference  of  opinion  which  at  present  prevails  as  to  this  subject 
may  very  easily  be  obviated  by  simply  beginning  by  teaching  the 
youngest  the  easiest  arts  of  which  they  are  capable,  and  by  thence 
gradually  leading  them  on  to  more  advanced  work. 

"  The  basis  of  Mr.  Leland's  theory,"  says  a  reviewer,  "  is  that  before 
learning,  children  should  acquire  the  art  of  learning.  It  is  not  enough 
to  fill  the  memory:  memory  must  first  be  created.  By  training  children 
to  merely  memorize,  extraordinary  power  in  this  respect  is  to  be  attained 
in  a  few  months.  With  this  is  associated  exercices  in  quickness  of  per- 
ception, which  are  at  first  purely  mechanical,  and  range  from  merely 
training  the  eye  to  mental  arithmetic,  and  problems  in  all  branches  of 
education.  Memory  and  quickness  of  perception  blend  in  the  develop- 
ment of  the  constructive  faculties  or  hand-work.  Attention  or  interest 
is  the  final  factor  inthis  system." 

CONTENTS. 


Industrial  Art  in  Education,  .    .  1 
Design  as  a  Preparation  for  In- 
dustrial Art  Work,       ....  22 
General  Observations,    ....  87 
On  Developing  Memory,    .    .    .  120 


On  Creating  Quickness  of  Per- 
ception,   151 

Eye  Memory, 185 

On  Taking  an  Interest,  ....    214 

Conclusion, 231 

Appendix, 243-272 

Eritish  Architect.— "Mr.  Leland's  book  will  have  a  wide  circulation.  It 
deals  with  the  whole  subject  in  such  a  downright  practical  fashion,  and  is 
so  much  the  result  of  long  personal  experience  and  observation,  as  to  render 
it  a  veritable  mine  of  valuable  suggestions." 

Scottish  Educational  News.— "It  has  little  of  the  dryness  usually  asso- 
ciated with  such  books;  and  no  teacher  can  read  its  thoughtful  pages  with- 
out imbibing  many  valuable  ideas." 
Chemical  News.—"  Strongly  to  be  recpmmended." 
Liverpool  Daily  Post.—"  This  valuable  little  work." 


M^iy  ALL  ORDERS  *0 

E.  L.  KELLOGG  &  CO.,  NEW  YORK  AND  CHICAGO.  47 

Shaw's  3\[ational  Oiiestion  "Book, 

*'The  National  Question  Book."  A  graded  course  of 
study  for  those  preparing  to  teach.  By  Edward  R.  Shaw, 
Principal  of  the  High  School,  Yonkers,  N.  Y.,  author  of 
"School  Devices,'  etc  Bound  in  durable  English  buck- 
ram cloth,  with  beautiful  side-stamp.  12nio,  400  pp. 
Price,  $1.50  ;  net  to  teachers,  postpaid. 
A  new  edition  of  this  popular  hook  is  now  ready,  containing 
the  following 

NEW    FEATURES: 
READING.    An  entirely  new  chapter  with  answers. 
ALCOHOL  and  its  effects  on  the  body.    An  entirely  new 
chapter  with  answers. 

THE  PROFESSIONAL  GRADE  has  been  entirely  re- 
written and  now  contains  answers  to  every  question. 

This  work  contains  6,500  Questions  and  Answers  on  24: 
Different  Branches  of  Study. 

ITS  DISTINGUISHING  FEATURES. 

1.  It  aims  to  make  the  teacher  a  better  teacher, 
"How  to  Make  Teaching  a  Profession"  has  challenged  t'  e 

attention  of  the  wisest  teacher.  It  is  plain  that  to  accomplish 
this  the  teacher  must  pass  from  the  stage  of  a  knowledge  of 
the  rudiments,  to  the  stage  of  somewhat  extensive  acquire- 
ment. There  are  steps  in  this  movement ;  if  a  teacher  will 
take  the  first  and  see  what  the  next  is,  he  will  probably  go  on 
to  the  next,  and  so  on.  One  of  the  reasons  why  there  has 
been  no  movement  forward  by  those  who  have  made  this  first 
step,  is  that  there  was  nothing  marked  out  as  a  second  step. 

2.  This  book  will  show  the  teacher  how  to  go  forward. 

In  the  preface  the  course  of  study  usually  pursued  in  our 
best  normal  schools  is  given.  This  proposes  four  grades; 
third,  second,  first,  and  professional.  Then,  questions  are 
given  appropriate  for  each  of  these  grades.  Answers  follow 
each  section.  A  teacher  will  use  the  book  somewhat  as 
follows  : — If  he  is  in  the  third  grade  he  will  put  the  questions 
found  in  this  book  concerning  numbers,  geography,  history, 
grammar,  orthography,  and  theory  and  practice  of  teaching 
to  himself  and  get  out  the  answer.  Having  done  this  he  will 
go  on  to  the  other  grades  in  a  similar  manner.  In  this  way 
he  will  know  aa  to  his  fitnesa  to  pass  an  examination  tot 


SEND  AIX  ORDERS  TO 

48   E,  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO. 

these  grades.     The  selection  of  questions  is  a  good  one. 

3.  It  proposes  questions  concerning  teaching  itself. 

The  need  of  studying  the  Art  of  Teaching  is  becoming  more 
and  more  apparent.  There  are  questions  that  will  prove  very 
suggestive  and  valuable  on  the  Theory  and  Practice  of  Educa- 
tion. 

4.  It  is  a  general  review  of  the  common  school  and  higher 
studies. 

Each  department  of  questions  is  followed  by  department  of 
answers  on  same  subject,  each  question  being  numbered,  and 
answer  having  corresponding  number. 

Arithmetic,  3d  grade.  English  Litemture,  1st  grade. 

Geography,  2d  and  3d  grade.  Natural  Philosophy,         " 

U.  S.  History,  2d  and  3d  grade.  Algebra,  professional  grade. 

Grammar,  1st,  2d,  and  3d  grade.  General  History,  profess,  grade. 

Orthography  and  Orthoepy, 3d  grade. 
Theory  and  Practice  of  Teaching, 

Ist,  2d,  and  3d  grade. 
Rhetoric  and  Composition,  2d  grade. 
Physiology,  1st  and  2d  grade. 
Bookkeeping,  1st  and  2d  grade. 
Civil  Government,  1st  and  2d  grade. 
Physical  Geography,  1st  grade. 

5.  It  is  carefully  graded  into  grades  corresponding  to  those 
into  which  teachers  are  usually  classed. 

It  is  important  for  a  teacher  to  know  what  are  appropriate 
questions  to  ask  a  tliird  grade  teacher,  for  example.  Exam- 
iners of  teachers,  too,  need  to  know  what  are  appropriate 
questions.  In  fact,  to  put  the  examination  of  the  teacher  into 
a  proper  system  is  most  important. 

6.  Again,  this  book  broadens  the  field,  and  will  advance 
education.  The  second  grade  teacher,  for  example,  is  exam- 
med  in  rhetoric  and  composition,  physiology,  book-keeping, 
and  civil  government,  subjects  usually  omitted.  The  teacher 
who  follows  this  book  faithfully  will  become  as  near  as  possi- 
ble a  normal  school  graduate.  It  is  really  a  contribution  to 
pedagogic  progress.  It  points  out  to  the  teacher  a  road  to 
professional  fitness. 

7.  It  is  a  useful  reference  work  for  every  teacher  and  priv- 
ate library. 

Every  teacher  needs  a  book  to  turn  to  for  questions,  for 
example,  a  history  class.  Time  is  precious  ;  he  gives  a  pupil 
the  book  saying,  * '  Write  five  of  those  questions  on  the  black- 
board ;  the  class  may  bring  in  answers  to-morrow."    A  book, 


Geometry, 

*             » 

Latin, 

t             t 

Zoology, 

' 

Astronomy, 

u             ( 

Botany, 

'             ' 

Physics, 

'             ' 

Chemistry, 

(             ( 

Geology, 

,i_^ J 

J.-     A. 

SEND  ALL  ORtJERg  fO 

E.  L.  KELLOGG  <fe  CO.,  NEW  YORK  &  OHIO  AGO.     tA 


Sotithwicks  Qul^  Manual  of  the  Theory 

AND       PkACTICE      op      TEACHING.        By      A.      p.      SoUTHWICK, 

author  of  "  Handy  Helps,"  "Quizzii?m  aud  Kt'}^,"  etc.  Can- 
vas binding,  16mo,  132  pp.  Price,  75  cents;  to  teMliers,  60 
cents;  by  mail,  6  cents  extra. 

Much  real  aid  to  all  classes  of  teachers  iuri\'  be  got  from  a 
volume  like  this.  To  county  superintendents,  examiners,  prin- 
cipals,  it  will  be  specially  helpful  in  suggesting  proper  questions 
for  examinations.  There  is  more  attention  every  year  being 
given  to  Theory  and  Practice  of  Teaching,  once  wholly  neglected. 
This  is  one  of  the  six  books  recommended  by  the  N.  Y.  State 
Department  to  teachers  preparing  for  an  examination  in  State 
certilicates. 

THIS   VOLUME    CONTAINS 
The  following  questions  on  Teaching  these  subjects: 
28  questions  on  Education.  47  questions  on  Heading. 

67  "  Arithmetic. 

21  "  Composition. 

3  "  Etymology. 

27  "  Orthography. 

6  "  Natural  Science. 

40  "  Geography. 

12  "  Penmanship. 

58  "  Discipline. 

6  "  Manual  Training. 

Making  in  all  over  500  questions;  each  question  being  concisely 
yet  fully  answered. 

The  answers  are  printed  on  the  back  of  the  book,  numbered  to 
correspond  with  the  questions. 

Ed.  Record  (Can.).— "To  anyone  preparing  for  an  examination  in  profes- 
sional snbjeets,  no  better  book  than  this  could  be  found."* 

Can.  Ed.  Journal.—"  Cannot  fail  to  prove  of  great  service  to  young 
teachers." 

Neb.  Teacher.—"  The  answers  are  of  sufficient  length  to  be  of  real 
service." 

Western  School  Journal.—"  The  section  on  discipline  abounds  in  golden 
and  practical  suggestions." 

Pa.  School  Journal.—"  Well-arranged,  comprehensive,  reliable,  and  thor- 
oughly adapted  to  fulfil  its  purpose." 

La.  Prog.  Teacher.— The  wisdom  of  a  dozen  works  boiled  down  in  get-at- 
able  question-aud-answer  form." 

Central  School  Journal. — "  A  helpmeet  to  teachers  of  all  grades.  Every 
subject  taught  in  common  and  liigh  schools  is  treated.  It  contains  506 
questions  and  answers,  simple  and  leading.  We  recommend  the  work  as 
one  of  the  best  published." 


3 

Natural  History. 

2 

Rhetoric. 

13 

'           Literature. 

3           "           Psychology. 

24 

Physiology. 

32 

'           History. 

10 

'           Drawing. 

12 

'           Attention. 

54 

'           Miscellaneous. 

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62    E.  L.  KELLOGG  &  CO.,  NEW  YORK  <&  CHICAGO. 

Southwick's  Handy  Helps, 

Handy  Helps.  A  Manual  of  Curious  and  Interesting  Infor- 
mation. By  Albert  P.  Southwick,  A.M.,  Author  of 
''  Quizzism  and  Its  Key,"  etc.  16mo,  cloth,  290  pp.  Price, 
$1.00  ;  to  teachers y  80  cents  ;  by  mail,  8  cents  extra. 

1.  This  volume  contains  five  hundred  questions  that  are  of 
interest  to  every  reading  man  and  woman  in  the  United 
States.  To  hunt  up  an  answer  to  even  one  of  these  would 
require  sometimes  days  of  research. 

2.  The  volimie  will  be  valuable  to  the  teacher  especially, 
because  he  is  suiTounded  with  an  inquiring  set  of  young 
beings.  For  instance,  *'  What  is  the  origin  of  the  term  John 
Bull  ?"  If  asked  this  the  teacher  might  be  unable  to  answer 
it,  yet  this  and  many  other  similar  queries  are  answered  by 
this  book. 

Such  a  volume  can  be  used  in  the  school-room,  and  it  wiU 
enliven  it,  for  many  young  people  are  roused  by  the  questions 
it  contains.  Something  new  can  be  found  in  it  every  day  to 
interest  and  instruct  the  school.  It  is  an  invaluable  aid  in 
oral  teaching,  unequaled  for  general  exercises,  and  interesting 
dull  pupils. 

4.  It  will  afford  refined  entertainment  at  a  gathering  of 
young  people  in  the  evening,  and  really  add  to  their  knowl- 
edge. 

5.  The  queries  in  it  pertain  to  matters  that  the  well- 
informed  should  know  about.     Here  are  a  few  of  them  c 

Animal  with  Eight  Eyes  ;  The  Burning  Lakes ;  Boycotting  ; 
Burial  Place  of  Columbus ;  Bride  of  Death  ;  Bluebeard's  Cas- 
tle ;  City  of  the  Violet  Crown  ;  Dead  Sea  Fruit ;  Doors  that 
are  Books  ;  Derivation  of  the  words.  Uncle  Sam  ;  First  use  of 
the  expression,  *'  Defend  me  from  my  friends";  Flogged  for 
Kissing  his  Wife ;  How  Pens  aie  Slit ;  Key  of  the  Ba stile  ; 
Mother  Goose';  Origin  of  All  Fooi's  Day ;  Reason  Rhode  Island 
has  two  capitals ;  Silhouette ;  Simplest  Post-office  in  the 
World;  Umbrella  a  mile  Wide;  "Sharpshooters"  among 
fishes ;  Unlucky  days  for  matrimony  ;  Year  with  445  days ; 
Why  black  is  used  for  mourning  ;  etc. ,  etc. 

6.  It  is  a  capital  book  to  take  on  a  railroad  journey ;  it 
entertains,  it  instructs. 

Home  Journal.— "One  can  scarcely  turn  a  page  without  finding 
something  he  desires  to  learn,  and  which  every  well-read  man  ought  to 
know. 

Itttorior.—"  Immensely  Instructive  and  entertAiulng  in  school-roomSi 
fftmilioB  and  reading  circled*. 


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53 


Song  Treasures. 


THE  PRICE  HAS  BEEN 
GREATLY  REDUCED. 


Compiled  by  Amos  M.  Kellogg,  editor  of  the  School  Jour- 
nal.     Beautiful  and   durable    postal-card    manilla    cover, 
printed  in  two  colors,  64  pp.    Price,  15  cents  each;  to  teachers, 
12  cents;  by  mail,  2  cents  extra.     BOth  thousand.      Write  for 
our  special  terms  to  schools  for  quantities.     Special  terms  for  use 
at  Teachers'  Institutes. 
Thisisamost /,'|fr| 
valuable     col-  !P!|| 
lection  of  mu- 
sic   for    all 
schools  and  in- 
stitutes. I 

1.  Most  of 
the  pieces  have 
been  selected 
by  the  teachers 
as  favorites  in 
the  schools. 
They  are  the 
ones  the  pupils 
love  to  sing. 
It  contains 
nearly  100 
pieces. 

2.  All  the  pieces  "  have  a  ring  to  them  ;"  they  are  easily 
learned,  and  will  not  be  forgotten. 

3.  The  themes  and  words  are  appropriate  for  young  people. 
In  these  respects  the  work  will  be  found  to  possess  unusual  merit. 
Nature,  the  Flowers,  the  Seasons,  the  Home,  our  Duties,  our 
Creator,  are  entuned  with  beautiful  music. 

4.  Great  ideas  may  find  an  entrance  into  the  mind  through 
music.  Aspirations  for  the  good,  the  beautiful,  and  the  true  are 
presented  here  in  a  musical  form. 

5.  Many  of  the  words  have  been  written  especially  for  the 
book.  One  piece,  "  The  Voice  Within  Us,"  p.  57,  is  worth  the 
price  of  the  book. 

6.  The  titles  here  given  show  the  teacher  what  we  mean : 

Ask  the  Children,  Beauty  Everywhere,  Be  in  Time,  Cheerfulness, 
Christmas  Bells,  Days  of  Summer  Glory,  The  Dearest  Spot.  Evening  Song, 
Gentle  Words,  Going  to  School,  Hold  up  the  Right  Hand,  I  Love  the  Merry, 
Merry  Sunshine,  Kind  Deeds,  Over  in  the  Meadows,  Our  Happy  School, 
Scatter  the  Germs  of  the  Beautiful,  Time  to  Walk,  The  Jolly  Workers,  The 
Teacher's  Life,  Tribute  to  Whittier,  etc.,  etc. 


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54    E.  A  KELLO&G  &  CO.,  NEW  YORK  &  CHIGAQO. 

Reception  Day.    6  3^os, 

A  collection  of  fresh  and  original  dialogues,  recitations,  decla- 
mations, and  short  pieces  for  practical  use  in  Public  and 
Piivate  Schools.  Bound  in  handsome  new  paper  cover,  160 
pages  each,  printed  on  laid  paper.  Price,  30  cents  each;  to 
teachers,  24  cents;  by  mail,  3  cents  extra. 
The  exercises  in  these  books  bear  upon  education;  have  a  rela- 
tion to  the  school-room. 

1.  The  dialogues,  recitations,  and  declamations  gathered  in 

this  volume  being  fresh,  short, 
"-"•^^^^  and  easy  to  be  comprehended,  are 
"^  well  fitted  for  the  average  scholars 
of  our  schools. 

2.  They  have  mainly  been  used 
by  teachers  for  actual  school 
exercises. 

3.  They  cover  a  different  ground 
from  the  speeches  of  Demosthenes 
and  Cicero — which  are  unfitted 
for  boys  of  twelve  to  sixteen 
years  of  age. 

4.  They  have  some  practical  in- 
terest for  those  who  use  them. 

5.  There  is  not  a  vicious  sen- 
tence uttered.  In  some  dialoiiue 
books  profanity  is  found,  or  dis- 
obedience to  parents  encouraged, 
or  lying  laughed  at.  Let  teachers 
look  out  for  this. 

6.  There  is  something  for*  the 
youngest  pupils. 

7.  "Memorial  Day  Exercises"  for  Bryant,  Garfield,  Lincoln, 
etc.,  will  be  found. 

8.  Several  Tree  Planting  exercises  are  included. 

9.  The  exercises  have  relation  to  the  school-room,  and  bear 
upon  education. 

10.  Au  important  point  is  the  freshness  of  these  pieces.  Most 
of  them  were  written  expressly  for  this  collection,  and  can  be 
found  nowliere  else. 

Boston  Journal  of  Education.— "  It  is  of  practical  value." 
Detroit  Free  Press.—"  Suitable  for  public  and  private  schools." 
Western  Ed,  Journal.—"  a  series  of  very  good  selections." 


New  Cover. 


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E.  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO. 


55 


WHAT   EACH    NUMBER   CONTAINS. 


No.  1 

Is  a  specially  fine  number.    One  dia- 
logue in  it,  called  "  Work  Conquers," 
for  11  girls  and  6  boys,  has  been  given 
hundreds  of  times,  and  is  alone  woiih 
the  price  of  the  book.    Then  there 
are  21  other  dialogues. 
29  Recitations. 
14  Declamations. 
17  Pieces  for  the  Primary  Class. 

No.  2  Contains 

'^9  Recitations. 
12  Declamations. 

17  Dialogues. 

24  Pieces  for  the  Primary  Class. 

And  for  Class  Exercise  as  follows: 

The  Bird's  Party. 

Indian  Names. 

Valedictory. 

Washington's  Birthday. 

Garfield  Memorial  Day. 

Grant  "  " 

Whittier 

Sigourney      "  " 

No.  3  Contains 

Fewer  of  the  longer  pieces  and  more 
of  the  shorter,  as  follows  : 

18  Declamations. 

21  Recitations. 

22  Dialogues. 

24  Pieces  for  the  Primary  Class. 
A  Christmas  Exercise. 
Opeiiii»g  PijBce.  and 
An  Historical  Celebration. 


No.  4  Contains 

Campbell  Memorial  Day. 
Longfellow  *'  " 

Michael  Angelo  "  " 

Shakespeare      "         " 
Washington        "  " 

Christmas  Exercise. 
Arbor  Day         " 
New  Planting    " 
Thanksgiving    " 
Value  of  Knowledge  Exercise. 
Also  8  other  Dialogues. 
21  Recitations. 

23  Declamations. 

No.  5  Contains 

Browning  Memorial  Day. 
Autumn  Exercise. 
Bryant  Memorial  Day. 
New  Planting  Exercise. 
Christmas  Exercise. 
A  Concert  Exercise. 

24  Other  Dialogues. 
16  Declamations,  and 
36  Recitations. 

No.  6  Contains 
Spring;   a  flower  exercise  for  very 

young  pupils. 
Emerson  Memorial  Day. 
New  Year's  Day  Exercise. 
Holmes'  Memorial  Day. 
Fourth  of  July  Exercise. 
Shakespeare  Memorial  Day. 
Washington's  Birthday  Exercise. 
Also  6  other  Dialogues. 
6  Declamations. 
41  Recitations. 

15  Recitations  for  the  Primary  Clf.ss. 
And  4  Songs. 


Our  Reception  Day  Series  is  not  sold  largely  by  booksellers, 
who,  if  they  do  not  keep  it,  try  to  have  you  buy  something  else 
similar,  but  not  so  good.  Therefore  send  direct  to  the  publishers, 
by  mail,  the  price  as  above,  in  stamps  or  postal  notes,  and  your 
order  will  be  filled  at  once.     Discount  for  quantities. 


SPECIAL  OFFER. 

If  ordered  at  one  time,  we  will  send  postpaid  the  entire 
6  Nos.  for  $1.40.     Note  the  reduction. 


*gJJD  ALL  OUiSERS  f  O 

66   B.  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO. 

Gardner  s   Town  and  Country  School 

Buildings.  A  collection  of  plans  and  designs  for  schools  of 
various  sizes,  graded  and  ungraded,  with  descriptions  of  con- 
struction, of  sanitary  arrangements,  light,  heat,  and  ventila- 
tion. By  E.  C.  Gakdner,  architect,  author  of  "  The  House 
that  Jill  Built,"  etc.  Cloth,  small  quarto,  150  pp.  Price, 
$2.50;  to  teachers,  |2.00;  by  mail,  12  cents  extra.  Illustrated 
with  nearly  150  engravings. 


TVVO-noOM  COUNTRY  SCHOOL-HOUSB. 

This  is  undoubtedly  the  most  important  work  ever 
issued  on  this  subject. 

It  is  plain  that  in  the  revival  of  education  that  is  apparently 
begun  there  are  to  be  better  buildings  erected  for  educational 
purposes.  The  unsightly,  inconvenient,  badly-lighted,  unventi- 
lated  and  ugly  structures  are  to  give  way  to  those  that  are  con- 
venient and  elegant.  The  author  is  an  earnest  advocate  of  im- 
proved methods  of  education,  and  feels  that  suitable  buildings 
will  bear  an  important  part  in  the  movement. 

POINTS  OF  THE  WORK. 

1.  It  is  not  a  book  that  presents  places  for  houses  that  will 
simply  cost  more  money — let  that  be  borne  in  mind.  It  is  a  book 
that  shows  how  to  spend  money  so  as  to  get  the  value  of  the 
money.  mr 

2.  Better  buildings  are  sure  to  be  erected— this  cannot  be 
stopped;  the  people  are  feeling  the  importance  of  education  as 
they  never  did  before.  They  will  express  their  feeliug  by  erect- 
ing better  buildings.  How  shall  they  be  guided  in  this  good 
effort?    This  book  is  the  answer 


SKND  Al.la  ORDERS  TO 

58    E.  L.  KELLOOG  &  CO.,  NEW  YORK  &  CHICAGO. 


IVilheMs  Studenfs  Calendar. 

Compiled  by  N.  O.  Wii.helm.     Bouml  in  paper.    76  pp.    Double  indexed. 
Price,  30  cents;  to  teachers,  24  cents;  by  mail,  3  cents  extra. 

This  is  a  perpetual  calendar  and  book  of  days.  It  consists  of  Short  Biog- 
raphies of  Greatest  Men,  arranged  according  to  Birthdays  and  Deathdays, 
covering  every  day  of  the  year. 

These  can  be  used  for  opening  exercises  in  schools,  for  memorial  days, 
and  for  giving  pupils  some  information  about  the  great  men  of  the  world 
about  whom  everybody  ought  to  know  something.  Just  the  thing  for 
families  where  there  are  young  people. 

The  condensed  information  in  this  little  book  would  in  other  form  cost 
you  many  dollars  to  own.    Here  ai*e  a  few  of  the  names  of  persons  whose 
iiiographies  are  foimd  in  the  "  Student's  Calendar:" 
John  Adams,  Qu^en  Elizabeth,       John  Hancock, 


J.  Q.  Adams,  K.  W.  Emerson, 

Joseph  Addison,        Robert  Emmet, 
Alcxand'r  the  Gre't,  Euripides, 


Miehael  Angelo, 
Aristotle, 
Ascham, 
Audubon, 
Francis  Bacon, 
Geo.  Bancroft, 
Venerable  Bode, 
Von  Bisuiarck, 
Tycho  Brahe, 
Lord  Brougham, 
Mrs.  Browning, 
W.  C.  Bryant, 
Edmund  Burke, 
Robert  Burns, 
Ben.  F.  Butler, 
Lord  Byron, 


Edw.  Everett, 
Faraday, 
Fanagur, 
Fenelon, 
M.  FiUmore, 
Chas.  J.  Fox, 
Ben.  Franklin, 
Sir  J.  Franklin, 


Hamilton, 

Hannibal, 

W.  H.  Harrison, 

Nath.  Hawtliorne, 

Hayden, 

Mrs.  Hemans, 

T.  A.  Hendricks, 

Patrick  Henry, 

Sir  Wni.  Herschel, 

O.  W.  Holmes, 

Thomas  Hood, 


Frederick  tlie  Great  Jos.  Hooker, 


John  Calhoun, 
Thos.  Campbell, 
Thos.  Carlyle, 
Phoebe  Gary, 
Cervantes, 
Salmon  P.  Chase, 
Thos.  Chatterton, 
Rufus  Choate, 
Cicero, 
Henry  Clay, 
Cleopatra, 
Coleridge, 
Schuyler  Colfax, 
Anthony  Collins, 
Cornwallis, 


J.  C.  Fremont, 

Froblsher, 

Froebcl, 

Froude, 

Robert  Fulton, 

Galileo. 

Vasco  da  Gama, 

Gambetta, 

Garfleld, 

Garibaldi, 

D.  Garrick, 

Horatio  Gates, 

R.  Gatliug, 

George  III., 

Stephen  Girard, 

Gladstone, 

Goethe, 

Goldsmith, 

U.  S.  Grant, 

Henry  Grattan, 

Asa  Gray, 

Horace  Greeley, 

Nath.  Greene, 


Horace, 
Sam.  Houston, 
Elias  Howe, 
Victor  Hugo, 
Humboldt, 
David  Hume, 
Wash.  Irving, 
Andrew  Jackson, 
Jacotot, 
Jos.  Jacquard, 
James  I., 
James  II., 
John  Jay, 
Thos.  Jefferson, 
Francis  Jeffrey, 
Dr.  Ed.  Jenner, 
Joan  of  Arc, 
Sam'l  Johnson, 
John  Paul  Jones, 
Dr.  Kane, 
John  Keats, 
John  Kitto, 
Henry  Knox, 


Abraham  Lincoln, 

Jenny  Liud, 

Liunajus, 

Dr.  Livingstone, 

H.  W.  Longfellow, 

Lowell, 

Lubbock, 

Martin  Luther, 

Macaulay, 

Macready, 

Mohammed, 

Horace  Mann, 

Maria  Theresa, 

Marie  Antoinette, 

Mary,  Qu'n  of  Scots, 

J.  Montgomery, 

Sir  J.  Moore, 

Mozart, 

Napoleon  I., 

Nelson, 

Sir  Isaac  Newton, 

Daniel  O'Connell, 

Charles  O'Conor, 

Thos.  Paine, 

Geo.  Peabody, 

Wm.  Penn, 

Peter  the  Great, 

Pizarro, 

Plato, 

E.  A.  Poe, 

W.  H.  Prescott, 

Pulaski, 

Queen  Victoria, 

Richelieu, 

J.  P.  Richter, 

Ritter, 


Lubbock's  Best  loo  Books. 

By  Sir  John  Lubbock.  64  pages,  paper.  Price,  20  cents;  to  teachers,  16 
cents;  by  mail,  2  cents  extra. 

Sir  John  Lubbock,  in  an  address  last  year  before  the  Workingmen's  College 
of  London,  England,  gave  a  list  of  what  he  deemed  tlie  Best  100  Books.  He 
said,  in  giving  his  list,  that  if  a  few  good  guides  would  draw  up  similar  lists, 
it  would  be  most  useful. 

The  Pall  Mall  Gazette  published  Sir  John  I^ubbock's  list,  and  invited 
eminent  men  in  England  to  give  their  opinions  concerning  it.  We  liave  just 
I'eprinted  them  in  neat  pamphlet  form.  Gladstone,  Stanley,  Black,  and 
many  others  are  represented. 


SEND  ALIi  ORDERS  TO 

E.  L.  KELLOGG  &  CO.,  NK  W  YORK  &  CHICAGO.       59 

Aliens  Temperament  in  Education, 

With  directions  concerning  How  to  Become  A  Successful 
Teacher.  By  Jerome  Allen,  Ph.D.,  Author  of  "Mind 
Studies  for  Young  Teachers,"  etc.  Cloth,  Ifimo.  Price,  50 
cents,  to  teachers,  40  cents ;  by  mail,  5  cents  extra. 

There  is  no  book  in  the  English  language  accessible  to 
students  on  this  important  subject,  yet  it  is  a  topic  of  so  much 
importance  to  all  who  wish  to  become  better  acquainted  with 
themselves  that  its  suggestions  will  find  a  warm  welcome 
everywhere,  especially  by  teachers.  The  value  of  the  book  will 
be  readily  seen  by  noticing  the  subjects  discussed. 

CONTEXTS :— How  we  can  know  Mind— Native  Characteristics  of 
Children— How  to  Study  Ourselves— The  Sanguine  Temperament— The 
Bilious  Temperament— The  Lymphatic  Temperament— The  Nerv'ous 
Temperament— Physical  Charactenstics  of  each  Temperament :  Tabula- 
ted—The best  Temperament- How  to  Conduct  Self  Study— Many  Per- 
sonal Questions  for  Students  of  Themselves— How  to  Improve— Specific 
Directions— How  to  Study  Children— How  Children  are  Alike,  How 
Different— Facts  in  Child  Growth:  Tabulated  and  Explained— How  to 
Promote  Healthy  Child  Growth.  Full  directions  concerning  how  to 
treat  temperamental  differences.  How  to  effect  change  in  tempera- 
ment. 

Under  "How  to  Become  A  Successful  Teacher,"  the 
following  topics  are  discussed :  "  What  books  and  papers  to 
read."—"  What  schools  to  visit." — "  What  associates  to  select." 
— "  What  subjects  to  study."—"  How  to  find  helpful  critics."— 
"How  to  get  the  greatest  good  from  institutes."— "  Shall  I 
attend  a  Normal  school  ?  "  "How  to  get  a  good  and  perman- 
ent position  ? "  "  How  to  get  good  pay  ?  "  "  How  to  grow  a 
better  teacher  year  after  year."  "Professional  honesty  and 
dishonesty." — "  The  best  and  most  enduring  reward." 

"Poolers  N.  Y,  School  Laws, 

A  Manual  of  the  School  Laws  of  N.  Y.  State.  By  Chakles  T.  Pooleh, 
conductor  of  Institutes.  50  pp.,  limp  cloth,  Price,  30  cents;  to 
teachers,  /54  cents ;  by  mail,  3  cents  extra. 

A  large  majority  of  all  the  school  district  difficulties,  culmin- 
ating too  often  in  petty  lawsuits,  and  oftener  still  in  social  quar- 
rels that  seldom  die.  grow  out  of  ignorance  of  a  few  points 
in  the  school  law.  Tne  object  of  this  book  is  to  give  the  school 
law  governing  citizens,  teachers,  and  school  officers.  Reference 
is  made  by  figures  to  the  Code  of  Public  Instruction. 

CONTENTS :  School  Year  and  Annual  School  Meeting— Votes  at 
School- Meetings- Census  of  Children  of  School  Age— School  District 
Meetings— Trustees :  Powers  and  Duties— Teachers :  Powers  and  Re- 
striction-District Clork:  Duties— Supervisor— School  Commissioner- 
Superintendent  of  Public  Instruction— The  Teacher's  Rights— Child- 
ren's Rights— Parent's  Rights. 


SEJfD  ALL  ORDERS  TO 

E.  L.  KELLOQO  <fc  CO.,  NEW  YORK  &  GHIGAOO.     63 
THE 

NEW    YORK    EDUCATIONAL    BUREAU, 

E.  L.  KELLOGG  &  CO.,  Proprietors. 


OUR  AIMS. 

THIS  Bureau  will  make  a  specialty  of  furnishing  to  Parents,  School 
Officers,  Principals,  Heads  of  Colleges,  and  ofhers,  capable 
Governesses,  Tutors,  Teachers,  Principals,  Superintendents,  and 
Special  Teachers.  It  will  aid  Parents  by  giving  trustworthy  informa- 
tion and  advice  concerning  Colleges,  Schools,  and  Seminaries.  It  will 
supply  Teachers  to  Academies,  Seminaries,  Private  Schools,  Colleges, 
Public  and  High  Schools,  also  Teachers  of  Music,  Art,  French,  German, 
Kindergarten  System,  Gymnastics,  etc.  It  will  aid  to  sell  and  rent 
desirable  school  property. 

VALUABLE   CONNECTION. 

THIS  Bureau  is  directly  connected  with  the  firm  of  E.  L.  Kellogg 
&  Co.,  Educational  Publishers,  of  New  York  and  Chicago,  and 
therefore  has  a  very  large  acquaintance  with  qualified  teachers 
and  school  officers.  It  knows  of  many  hundreds  who  are  rapidly 
growing  in  value,  who  are  imT)ued  with  new  ideas  asked  so  often  of 
principals  and  leading  teachers.  It  is  intended  to  supply  only  good 
teachers,  and  from  our  extensive  acquaintance  the  selection  will  be 
found  reliable  by  those  who  give  a  fair  trial  to  the  facilities  afforded  by 
this  Bureau. 

EXCLUSIVE   INFORMATION. 

ONLY  the  most  desirable  teacher  is  recommended  for  a  place  by 
this  Bureau.  You  can  see  that  it  would  not  be  wise  for  us  to 
put  an  incompetent  person  in  any  position.  Thus  the  candidate 
who  is  nominated  for  a  position  will  have  the  satisfaction  of  knowing 
that  he  is  being  worked  for  (for  his  success  is  our  success),  and  that 
th<'re  will  not  be  a  dozen  or  more  persons,  recommended  by  us,  after 
the  same  position. 

CONFIDENTIAL  DEALINGS. 

ALL  of  the  dealings  with  this  Bureau  are,  of  course,  confidential. 
The  letters  of  our  correspondents  are  carefully  guarded,  their 
wants  cai-efully  looked  after.  The  Application  I'lank  v.hen  re- 
turned to  us  is  immediately  filed  and  references  looked  up.  Letters  of 
recommendation  are  carefully  read  and  filed  for  reference.  These 
letters  of  recommendation  are  inviolable,  and  only  shown  to  those  who 
wish  to  ascertain  the  qualifications  of  our  candidates. 

Our  relations  with  school  boards  and  scliool  officers  are  also  confi- 
dential. They  are  under  no  obligation  to  take  the  candidate  recom- 
mended by  this  Bureau;  and  even  if  they  should  take  some  one  else  not 
recommended  by  us,  we  cannot  complain,  nor  can  the  teacher  nomi- 
nated.    But  we  will  do  our  best  for  those  who  register  with  us. 

Let  it  be  clearly  understood  that  all  information  this  Bureau  receives 
is  of  a  confidential  nature.    It  is  not  told  unless  we  have  permission  to 


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